■7=4- 


UC-NRLF 


SB    Eb3    t.35 


W\ 


fi 


W?l?^ 


Oft 


"'«Nltl«*«W«>kl«?l«W»Wi««<11v 


m-mi 


mwHfoow 


A 


REESE  LIBRARY 

OF  THE 

JNIVERSITY  OF  CALIFORNIA 

Received  ,190     . 

^Accession  No.      82600    .  ^ClassNo. 


# 


ART  HISTORY 


IN  THE 


HIGH    SCHOOL 


GEORGE   PERROT 


TRANSLATED  FROM  THE  REVUE  DES  DEUX  MONDES 


BY 


SARAH  WOOL  MOORE 


SYRACUSE,    N.  Y. 

C.  W.  BARDEEN,    PUBLISHER 

1900 


Copyright.  1900,  by  C.  W.  Bakdeen 


P4- 


ART  HISTORY  IN  THE  HIGH  SCHOOL 


BEESE 


82600 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/arthistoryinhighOOperrrich 


f^       OF  THB  * 

UNIVERSITY 

Art  History  in  the  High  School 


An  article  in  the  Eevue  des  Deux  Mondes  of 
July  15,  1899,  on  this  subject  is  worthy  of  atten- 
tion. It  is  by  M.  George  Perrot,  founder  of  the 
chair  of  Classical  Archaeology  in  the  French 
Academy  and,  with  his  collaborator  Chas.  Chi- 
piez,  author  of  the  well-known  volumes  on 
Ancient  Art. 

In  1891  M.  Perrot  submitted  to  the  school 
authorities  of  France  a  scheme,  forthwith 
adopted  and  put  into  operation,  by  which  as  a 
compensation  for  the  withdrawal  of  Greek  and 
Latin  from  a  section  of  the  curriculum,  three 
hours  weekly  were  to  be  divided  between  the 
history  of  civilization  and  the  history  of  art. 
This  applied  only  to  the  division  called  the  First 
Modern  and  not  to  students  preparing  for  a 
University  course.  The  experiment  has  covered 
eight  years  and  in  spite  of   many  draw- backs, 

(65) 


66  ART   HISTORY   IN   THE   HIGH   SCHOOL 

has  been  of  such  value  that  M.  Perrot  insists,  in 
justice  to  students  of  the  so-called  Classical 
Course,  that  it  be  extended  to  them ;  that  these 
lads  destined  for  liberal  careers  and  with  years 
of  training  before  them,  should  not  be  condemned 
to  a  manifest  inferiority  and  alone  in  their  gen- 
eration be  strangers  to  a  whole  order  of  senti- 
ments and  ideas  now  becoming  familiar  to  their 
more  favored  comrades.  For  the  first  time  in 
its  history  the  Lycee  now  teaches  its  pupils  that 
the  art  of  a  people,  in  the  same  sense  as  its  liter- 
ature, is  the  vehicle  of  its  profoundest  feeling 
and  highest  thought,  and  their  attention  is  being 
directed  to  masterpieces  of  sculpture,  painting, 
and  building. 

The  hour  seems  to  have  arrived  when  argu- 
ments should  be  presented  in  favor  of  making 
Art  History  as  much  a  required  study  in  the 
classical  course  as  since  1891  it  has  been  in  the 
general  course  of  Modern  Instruction;  though 
the  extension  should  be  made  only  under  condi- 
tion that  illustrative  material  shall  supplement 
instruction  from  the  chair. 


BOOKS  GIVE  ONLY  PARTIAL  KNOWLEDGE        67 

The  importance  of  including  art  history  in 
any  scheme  of  education  is  strongly  urged.  The 
language  of  form  interprets  intellectual  concep- 
tions and  sentiments  of  the  heart  with  a  clearness 
and  force  equal  to  any  expression  by  written  or 
spoken  word.  The  literature  and  history  of 
former  generations  give  us  only  a  partial  knowl- 
edge of  any  state  of  society  which  may  be  our 
study.  There  are  soul  traits,  soul  conditions  and 
characteristics  unrecorded  by  poet  or  historian, 
though  perhaps  hinted  at,  which  will  forever 
elude  the  grasp  of  those  who  depend  only  upon 
written  evidence.  These  conditions  of  soul,  how- 
ever elementary  and  remote,  leave  their  sure 
mark  on  the  habitudes  and  beliefs  of  a  people ; 
and  though  unexplained  by  the  contemporary 
civilization  are  often  made  clear  by  the  work  of 
the  artist  and  builder. 

One  out  of  many  examples  is  furnished  by 
Schliemann's  discoveries,  which  have  unearthed 
Troy,  Mycenae,  and  Tiryns ;  have  recovered  from 
oblivion  a  primitive  Greece  of  which  the  Greeks 
themselves  had  preserved  only  a  slight  recollec- 


68  ART   HISTORY   IN   THE   HIGH   SCHOOL 

tion,  and  have  given  to  the  Homeric  epoch  a  back- 
ground of  several  centuries.  Now  this  Greece, 
contemporary  with  the  times  of  Tothmes  and 
Rameses  and  anterior  to  Grecian  history  and 
even  legend,  did  not  know  the  art  of  writing; 
but  she  did  know  how  to  quarry  and  dress  stone, 
how  to  square  wood  and  make  it  into  frame- 
work, how  to  model  and  bake  clay,  to  melt  and 
hammer  lead,  bronze,  gold  and  silver,  how  to 
carve  ivory.  Every  small  scrap  fashioned  by 
the  tools  of  these  artisans  has  the  value  of  an 
authentic  document.  After  what  fashion  society 
was  then  constructed,  what  sort  of  lives  men 
led,  how  they  understood  the  to-morrow  of 
death,  all  this  is  revealed  by  marks  which  the 
hand  of  man  has  left  upon  objects  it  has  touched 
— the  colossal  walls  of  Tiryns,  the  majestic 
mortuary  domes  of  Mycene,  the  space  arrange- 
ment of  the  royal  dwellings  whose  plans  are 
traceable  upon  the  ground,  and  those  of  sepul- 
chres hidden  under  the  earth,  as  well  as  the 
arms,  instruments,  vases,  and  jewels  found 
scattered  through   the  rubbish  of    edifices,    or 


STORIES   IN   WORKS   OF   ART  69 

buried  in  the  tombs.  Thanks  to  these  monu- 
ments the  shadowy  past  is  illuminated  with  vivid 
gleams  of  light,  and  we  begin  to  distinguish  the 
traits  which  characterized  this  world  of  Achaean 
heroes,  a  world  whose  image,  transformed  and 
singularly  magnified,  is  reflected  in  the  Iliad  and 
Odyssey,  as  that  of  Charlemagne  and  his  Knights 
in  our  ancient  heroic  poems.. 

From  these  obscure  times  let  us  transport 
ourselves  to  the  Greece  of  Pisistratus,  of  Pericles 
and  Alexander.  Our  students  know  what  liter- 
ary losses  we  have  suffered  here,  what  a  mere 
fragment  has  escaped  the  general  shipwreck  of 
antiquity;  should  not  some  hint  also  be  given 
them  of  the  precious  supplementary  information 
which  to  some  extent  has  come  to  fill  up  these 
gaps  ?  There  are  many  variations  on  important 
myths  which  have  furnished  the  contemporary 
artist,  especially  the  ceramic  artist,  with  sub- 
jects, and  thus  have  acquainted  us  with  episodes 
and  personages  scarcely  noticed  by  writers  of 
the  day.  We  ought  to  have  the  cyclic  poets — 
they  have  all  perished;  we  ought  to  have  the 


70  ART   HISTORY   IN   THE   HIGH   SCHOOL 

lyric  poets  of  whom  Pindar  has  rescued  a  single 
one  through  that  ode  to  Bacchus  which  is  the 
joy  of  Hellenists ;  we  ought  to  have  a  whole  lost 
tragic  literature  and  a  whole  comic  literature 
represented  only  by  Aristophanes;  we  should 
have  the  Old,  the  Middle  and  the  New  Comedy, 
with  that  Menander  who  since  the  Renaissance 
has  been  the  eternal. regret  of  the  discriminating; 
but  all  this  poetry,  whether  lost  or  preserved, 
did  not  exhaust  the  prodigious  wealth  of  Greek 
imagination  which  produced  as  much  in  other 
channels. 

If  by  an  evil  chance  Greek  sculpture  had  also 
perished  we  should  be  condemned  to  eternal 
ignorance  of  certain  racial  aspects  and  modes  of 
thought.  Is  anything  in  literature  of  equal 
value  with  the  Tanagra  figurines  for  revealing 
to  us  how  Greece  felt  and  enjoyed  womanly 
beauty?  Not  only  its  serious  and  noble  types, 
a  Pallas  or  an  Aphrodite,  but  the  courtesan,  the 
city  dame,  the  work-woman  of  some  little  town 
whose  grace  in  the  abandonment  of  every-day  life 
is  observed  and  seized.     Were  we  to  judge  the 


LESSONS  FROM  PORTRAIT  STATUES      71 

religion  of  Greece  simply  by  epithets  which  de- 
fine the  gods  and  by  the  actions  which  poets 
attribute  to  them  we  should  risk  a  total  miscon- 
ception. We  do  not  possess,  alas !  those  master- 
works  of  Phidias  which  render  men,  the  ancients 
tell  us,  more  religious,  the  Athene  Parthenos  of 
the  Acropolis  and  the  Zeus  of  Olympia ;  but  even 
from  reproductions  which  have  reached  us  one 
may  divine  the  master's  embodiment  of  luminous 
intelligence  and  of  sovereign  power  in  benevo- 
lent repose. 

It  is  to  be  regretted  that  our  students  do  not 
visit  more  frequently  the  galleries  of  the  Louvre ; 
I  have  seen  more  than  one  high  school  boy  there, 
but  ordinarily  these  visitors  are  impatient  to 
reach  the  picture  galleries  of  the  second  floor, 
hastening  by  the  sculpture  on  the  first — the 
work  of  the  ancients.  As  I  have  watched  them 
glancing  about  with  an  indifferent  eye  how  I 
have  wished  they  would  linger  and  lend  an  ear. 
If  one  has  learned  to  listen,  these  statues  ranged 
against  the  walls, — the  Mars  which  bears,  it  is 
believed,  the  mark  of   Polyclete,  the  Diana  of 


72  ART   HISTORY   IN   THE   HIGH   SCHOOL 

the  Chase,  the  Victory  of  Samothrace,  the  divine 
Venus  of  Melos,  may  speak  and  in  some  such 
words  as  these :  • '  Young  man,  you  are  studying 
Greece  in  Homer  and  in  Plato,  in  Sophocles  and 
in  Herodotus ;  do  not  pass  us  by  so  quickly ;  we 
are  also  of  this  Greece.  You  need  neither  gram- 
mar nor  dictionary  to  understand  and  to  love  us. 
You  need  to  educate  your  eyes.  You  need  to 
learn  point  by  point  the  refinements  of  beauty. 
Do  not  fear  to  waste  your  time,  especially  if  you 
aspire  later  to  become  an  authorized  interpreter 
of  Greek  works  of  genius.  The  day  when  by 
long  and  affectionate  intercourse  your  acquaint- 
ance with  us  shall  have  ripened  into  an  intimacy 
so  close  that  at  any  moment  you  are  able  to 
summon  our  images  before  your  memory,  clearly 
seen  as  if  our  forms  themselves  were  present, 
from  that  day  as  you  read  the  poets  your 
thoughts  will  be  occupied  by  the  same  images 
which  rose  at  the  hearing  of  their  verses  to  the 
mental  vision  of  our  contemporaries,  the  Greeks 
who  saw  us  created ;  and  the  simple  effect  of 
experiencing  like    impressions    will    bring    you 


LESSONS  FROM  PORTRAIT  STATUES      73 

near  to  the  ancient  Greeks ;  you  will  be  in  their 
nearer  neighborhood  and  more  able  to  think  and 
feel  after  their  fashion  than  can  the  most  subtle 
grammarian,  the  most  deeply  lored  Hellenist 
who  has  never  seen  and  closely  studied  us.^3 

In  the  neighboring  gallery  where  the  Roman 
emperors  hold  sway,  their  portrait  statues  speak 
as  clear  a'word.  Can  lecture  or  book  bring  back 
to  life  as  do  these  statues  the  Rome  of  the 
Caesars  ?  In  this  series  of  portraits  embracing 
three  centuries  of  history,  the  times  and  the  men 
are  more  clearly  revealed  than  through  either 
the  narratives  of  ancient  authors  or  the  disserta- 
tions of  modern  savans.  Augustus  and  Tiberius, 
Constantine  and  Theodosius  had  the  same  title, 
Emperor ;  they  were  all  of  them  called  Consuls, 
Caesars,  Augustus,  fathers  of  their  country,  etc. 
Nevertheless  the  character  of  imperial  power 
passed  through  a  profound  modification  between 
the  first  and  the  fourth  centuries.  Volumes 
which  have  been  written  to  explain  this  change 
are  not  so  eloquent  as  the  simple  comparison  of 
these  princes  as  to  their  personal  appearance. 


74  ART  HISTORY   IN   THE  HIGH  SCHOOL 

Augustus,  in  perhaps  the  most  beautiful  of 
his  statues,  called  the  Prima  Porta,  has  head, 
arms,  legs  and  feet  bare;  a  cuirass  covers  the 
short  garment  of  a  soldier  and  a  military  mantle 
is  thrown  over  that.  The  emperor  is  a  war 
chief  who  harangues  his  troops.  In  another 
statue  he  is  draped  in  the  toga  like  a  simple  citi- 
zen and  holds  in  his  hand  a  roll  containing  the 
discourse  he  is  to  read  the  senate.  These  are 
the  manners,  costumes,  and  decorations  of  re- 
publican Rome.  One  perceives  nevertheless 
vividly  portrayed  the  spirit  and  false  principle 
of  this  ill-defined  regime  which,  while  investing 
one  man  with  almost  boundless  power,  kept  up 
during  two  centuries  an  affectation  of  conserving 
the  forms  of  ancient  liberty. 

On  the  other  hand,  examine  the  image  of 
some  successor  of  Diocletian;  let  it  be  one  of 
the  emperors  who  resided  by  preference  at  the 
new  capitol,  Constantinople,  but  do  not  seek  him 
among  those  statues  of  pomp  where  the  sculp- 
tor, through  routine,  follows  a  classical  expres- 
sion ;  question  monuments  of  another  kind  where 


LESSONS  FROM  PORTRAIT  STATUES      75 

the  artist  holds  closer  to  reality — the  illuminated 
manuscript,  the  mosaics,  the  ivory  diptychs. 
There  you  will  no  longer  see  the  simple  and  noble 
type  borrowed  from  Greece  by  Eome,  but  a  form 
which  by  certain  characteristics  recalls  the  old 
art  of  Asia,  and  by  others  announces  that  of 
the  Middle  Ages.  The  head  is  encircled  with  a 
diadem,  the  body  and  limbs  are  entirely  con- 
cealed by  tight  draperies  which  are  at  the  same 
time  very  long  and  very  scanty;  the  stuffs 
which  form  this  casing  are  from  top  to  bottom 
rich  with  embroideries  of  various  designs  repre- 
senting rose-work  and  flowers,  animals  and 
personages.  There  can  be  no  mistake,  we  are 
no  longer  in  Rome ;  the  fiction  so  long  kept  up 
has  finally  vanished ;  the  empire  has  turned  in- 
to an  Oriential  monarchy. 

Between  the  two  extremes  how  many  fine 
gradations  may  be  pointed  out  to  the  pupil,  the 
best  possible  commentary  on  history.  The  heads 
of  the  earlier  Caesars,  even  that  of  Claudius,  the 
spoiled  scholar,  the  book- worm  led  astray  to  a 
throne,  and  that   of   Caligula,  that   witty   and 


76  ART   HISTORY   IN   THE  HIGH  SCHOOL 

wicked  fool,  have  all  of  them  something  aris- 
tocratic, a  nobility  and  proud  strength  in  which 
one  feels  the  stock ;  one  recognizes  descendants 
of  those  great  patrician  families  which  at  first 
alone  seemed  capable  of  giving  masters  to  Eome.t 
With  Vespasian,  whose  family,  belonging  to  the 
small  burgher  class,  had  pushed  its  way  up  to  an 
official  position  of  the  second  order,  the  advent 
of  new  imperial  blood  is  perceived.  Vespasian 
has  a  round  unbearded  visage  and  the  double 
chin  of  a  chief  of  department.  Trajan  has  the 
physiognomy  of  a  soldier,  one  is  tempted  to  say 
of  a  soldier  who  has  carried  his  knapsack  and 
passed  through  the  inferior  grades  of  service. 
Hadrian,  with  his  head  bent  the  better  to  hear, 
his  eyes  of  a  vivacity  which  pierces  the  very 
marble,  his  lips  parted  as  if  to  continue  a  con- 
versation, offers  all  the  characteristics  of  a  man 
of  letters  intelligent  and  inquisitive.  One  would 
take  Marcus  Aurelius  with  his  bristling  hair  and 
beard  for  a  Greek  philosopher.  Caracalla  shows 
a  disordered  mind ;  his  glance  betrays  that  fan- 
tastic and  murderous  delirium  which  seized  upon 


LESSONS   FROM   PORTRAIT  STATUES  77 

more  than  one  emperor,  especially  those  who  in 
their  youth  found  themselves  exposed  to  the 
temptations  of  absolute  power. 

Not  only  do  these  sculptured  monuments  make 
living  the  great  personages  of  history,  they  lend 
the  same  character  of  sensible  reality  to  the 
frame  and  decoration  of  the  picture,  to  all  the 
theatre  upon  which  the  actors  play  their  role. 
When  I  was  a  college  student  my  masters  ignored 
these  facts.  No  portrait-statue  was  ever  men- 
tioned in  the  cut  and  dried  epitome  placed  in  our 
hands,  and  I  question  whether  I  really  believed 
that  Sparta  and  Athens,  Rome  and  Carthage 
had  ever  existed.  At  least  I  did  not  know  where 
or  how  to  place  them  in  space.  I  knew  nothing 
of  their  situation,  of  the  constructions  of  their 
walls,  their  houses  and  their  temples.  They 
were  for  me  shades,  vaguely  floating  between 
heaven  and  earth. 

If  it  is  thus  in  the  case  of  classical  antiquity, 
notwithstanding  the  colored  and  brilliant  narra- 
tions of  its  writers,  how  much  more  difficult  is 
it   to  comprehend   the   Middle   Ages  if  studied 


78  ART   HISTORY   IN   THE   HIGH  SCHOOL 

only  in  their  literary  remains.  French  was  not 
then  the  language  of  the  thinkers.  The  pro- 
found thought  of  the  middle  ages  will  not  be 
found  among  the  troubadours;  one  must  look 
for  that  to  the  savans,  the  philosophers,  the 
theologians  and  hagiographers ;  but  to  follow 
closely  the  subtileties  of  analysis  and  complexity 
of  symbolism  in  which  that  thought  delights, 
requires  great  effort  of  mind  rendered  yet  more 
laborious  by  the  artificial  character  of  an  ecclesi- 
astical Latin  which  no  longer  renewed  itself  at 
the  living  sources  of  popular  speech. 

We  are  unable  to  see  how  such  works,  what- 
ever may  be  their  value  for  the  learned,  are  able 
to  play  any  role  in  the  education  of  our  youth ; 
and  recently  by  a  well-judged  innovation  in  our 
school  programmes  a  considerable  place  was 
made  for  histories  and  poems  in  the  vernacular, 
so  that  the  Song  of  Roland,  the  names  of  Ville- 
hardouin  and  of  Joinville  have  been  added  to 
our  study  topics ;  these  the  student  can  only  read 
in  translation,  or  at  best  in  such  arrangements 
as  modernize  the  language.     The  contact  there- 


LESSONS   FROM   CATHEDRALS  79 

fore  between  the  chronicle  and  the  reader's  mind 
is  very  imperfect.  Supposing  a  reader  capable 
of  deciphering  the  original  text,  even  then  the 
formless  prose  and  stringed  couplets  slowly  un- 
rolling their  assonances  would  never  give  him 
the  vivid  impression  which  a  page  of  Tacitus  or 
a  canto  of  Virgil  offers  to  any  one  who  has  mas- 
tered a  little  Latin ;  and  then  in  the  writings  of 
the  middle  ages  there  are  only  occasional  flashes 
of  true  beauty.  If  the  conception  has  grandeur 
its  expression  will  be  feeble  and  dragging. 

On  the  contrary  a  Eomanesque  and  a  Gothic 
church  ar6  not  less  beautiful  after  their  kind 
than  a  Greek  temple ;  many  minds  regard  them 
as  superior  in  grace  and  in  grandeur.  In  any  case 
they  do  not  accent  less  clearly  the  power  of  the 
religious  faith  which  has  constructed  them,  and 
by  their  majesty,  by  the  height  of  their  dimly 
illuminated  vaultings,  by  the  thousands  of  figures 
which  people  and  animate  their  surfaces  they  de- 
fine with  singular  distinctness  the  character  of 
this  faith.  As  in  Greece  the  sculptor  makes 
himself  a  docile  and  intelligent  co-laborer  with 


80  ART   HISTORY   IN   THE   HIGH  SCHOOL 

the  architect,  as  Phidias  and  Alcamenes  repre- 
sented in  the  pediments  and  friezes  of  their  Doric 
temples  the  great  god  and  the  local  heroes  of 
Athens  and  Olympia,  so  also  the  anonymous 
masters  who  decorated  our  cathedrals  set  up 
their  statues  in  the  splayings  of  the  doors,  along 
the  traceried  galleries  which  flank  the  f  agade,  on 
the  summits  of  the  pinnacles  wherever  an  unoc- 
cupied spot  could  be  found;  these  statues  are  dis- 
tributed in  an  order  prescribed  by  dogma  and 
tradition,  images  of  the  Saviour  and  of  the  Vir- 
gin, of  angels,  saints,  prophets  and  apostles,  and 
of  personages  who  flit  through  the  narratives  of 
the  Gospels  or  legends.  Many  a  statue  at  Bour- 
ges,  at  Chartres,  at  Eheims,  at  Amiens  and  at 
Notre  Dame  de  Paris  are  marvels  of  severe 
elegance,  of  chaste  and  spiritual  grace,  of  moral 
dignity.  It  is  a  recent  discovery;  but  there  is 
hardly  a  connoisseur  who  would  not  admit  a 
comparison  between  the  most  vaunted  of  ancient 
statues  and  the  admirable  "  Christ  teaching  "  of 
the  south  portal  of  Amiens  Cathedral,  the  statue 
which  bears  the  popular  name  of   the  "beau 


LESSONS   FROM   CATHEDRALS-  81 

Dieu  d' Amiens  ".  Thus,  that  which  the  middle 
ages  could  not  express  in  words- — the  august  mys- 
teries of  the  Christian  dogma,  the  poetry  of  the 
Old  and  New  Testaments,  the  triumph  and  death 
of  martyrs,  the  miracles  of  saints  and  their  infinite 
charities — all  this  was  sculptured  by  a  firm  and 
broad  chisel  which  neither  sought  nor  avoided 
difficulties  and  which  was  sure  of  its  form  what- 
ever material  it  employed.  To  comprehend  how 
superior  this  plastic  is  to  the  literary  work  of 
the  time  it  needs  only  to  compare  the  Christ  of 
Amiens  with  word-portraits  of  the  Son  of  God  as 
attempted  by  authors  of  the  Mysteries.  "  What 
can  be  flatter  than  these  poor  verses  which  are 
nevertheless  of  the  fifteenth  century  ?  These 
authors  are  betrayed  by  their  imperfect  language. 
The  sculptor  of  the  thirteenth  century,  on  the 
contrary,  who  fully  possessed  the  grammar  of 
this  art,  was  able  to  express  all  he  felt,  and  has 
left  us  one  of  the  most  divine  ideals  of  Jesus 
Christ  in  the  world." 

The  Italy  of  the  Renaissance  must  be  unin- 
telligible to  any  who  do  not  take  into  account 


82  ART   HISTORY   IN   THE   HIGH  SCHOOL 

the  place  which  art  held  in  the  pre-occupations 
of  not  only  her  practising  artists  but  men  in  all 
conditions,  princes,  nobles,  burghers  and  even 
people  in  the  most  humble  circumstances;  none 
among  all  these  who  did  not  feel  a  passionate 
love  for  beauty.  In  this  love  Italy  lived  and  of 
it  she  died.  She  died  because,  giving  her  whole 
life-sap  to  the  satisfaction  of  this  passion,  she 
became  indifferent  to  her  own  dismemberment, 
to  the  hard  yoke  of  her  tyrants,  and  to  the  loss 
of  her  political  liberty  and  independence.  Her 
life,  absorbed  in  this  intense  passion,  spent  and 
renewed  itself  in  the  very  ardor  with  which  she 
pursued  and  realized  her  ideal  under  all  its  aspects. 
Compared  with  such  an  infatuation,  art  for  our 
age  is  no  more  than  the  momentary  and  idle  dis- 
traction of  the  leisure  classes ;  and  to  those  who 
devote  themselves  to  it,  is  often  only  a  profes- 
sion, like  any  other  which  one  might  choose  for 
the  chances  is  offers  of  gain. 

It  is  well-known  how  large  a  place  in  our 
(French)  classical  system  of  education  is  given 
to  the  history  and  the  writers  of  the  seventeenth 


THE   PALACES   OF   LOUIS    XIV  83 

century.  Now,  neither  this  history  reducing  it 
to  a  recital  of  battles  and  negotiations,  nor  this 
literature,  rich  and  varied  as  it  is,  are  able,  by 
themselves,  to  account  for  the  position  in  Europe 
occupied  by  Louis  XIV,  admired,  imitated  or 
rather  aped  by  those  even  who  most  heartily 
detested  him,  and  admitted  as,  par  excellence,  the 
type  of  a  modern  king.  Have  we  not  seen  this 
prestige  after  the  lapse  of  two  centuries  still 
dominating  the  sick  mind  of  King  Louis  II  of 
Bavaria  ?  In  his  desire  to  copy  his  chosen  model 
this  king  utterly  ruined  himself  by  building 
palaces.  If  on  his  death  bed  Louis  XIV  re- 
proached himself  that  he  had  too  well  loved  to 
build,  his  edifices  with  their  majestic  amplitude 
and  opulence  of  decoration  gave  to  that  royal 
*  life  a  framing  which  had  much  to  do  with  the 
be-dazzlement  of  Europe  in  the  presence  of  the 
Boi-Soleil.  If  one  wishes  to  realize  something 
of  the  impression  this  monarch  made  upon  his 
contemporaries  one  must  visit  Versailles,  pass 
from  apartment  to  apartment  in  the  Chateau, 
and  walk  about  the  terraces  and  avenues  of  its 


84  ART   HISTORY   IN   THE   HIGH  SCHOOL 

park.  To  be  sure  all  French  high  schools  are  not 
like  Condorcet,  close  to  the  Western  E.  E.  sta- 
tion ;  but  everywhere  it  is  possible  for  the  teacher 
to  describe  Versailles,  and  to  show  by  a  series 
of  representations  pictorial  or  otherwise,  its  prin- 
cipal features;  he  will  thus  project  upon  this 
historical  figure  a  light  much  brighter  than  if  he 
required  his  pupil  to  memorize  all  the  campaigns 
of  Turenne  and  of  Conde,  all  the  clauses  of  the 
treaties  of  Nimegue  and  of  Eyswick. 

It  is  the  same  with  the  eighteenth  century ;  if 
one  knows  nothing  of  its  art  a  very  incomplete 
conception  of  it  is  inevitable.  This  century,  to 
which  Voltaire  gave  the  tone,  seems  to  have 
been  lacking  in  a  sense  of  poetry;  everything 
called  by  that  name,  even  to  Andre  Chenier,  is 
only  rhymed  prose.  Nevertheless  imagination 
did  not*  yield  her  right,  but,  like  water  which 
changes  its  bed,  she  seemed  to  withdraw  from 
letters  and  reserved  herself  for  the  arts  of  de- 
sign. There  she  gave  proof  of  invention,  of 
free  and  sportive  grace;  the  architects  adopt 
plans  of  a  happy  disposition,  affect  forms  of  rare 


THE   ART   OF   THE    EIGHTEENTH    CENTURY      85 

elegance  both  in  the  elements  of  construction  and 
in  the  ornaments  which  decorate  it ;  such  sculp- 
tors as  Caffieri  and  Houdon  give  to  portraiture  a 
marvellous  intensity  of  life ;  the  terra  cottas  of 
Colodion  recall  the  antique  modellers ;  painters 
like  Greuze  and  Lancret,  Nattier  and  Boucher, 
make  fetes  for  the  eyes,  while  Watteau  and 
Fragonard  create  chimerical  paradises  of  eternal 
youth  and  eternal  desire.  The  political  history  of 
our  kings  and  ministers  during  this  period  is  a 
succession  of  errors  and  blunders,  of  aborted  plans 
and  fruitless  victories.  If  France  in  spite  of  her 
reverses  still  holds  a  precedence  in  Europe,  it  is 
to  her  writers  and  to  her  artists  that  she  owes  it. 
We  pause  to  ask  ourselves  if  too  much  stress 
has  not  been  laid  upon  the  necessity  of  pleading 
the  cause  of  art.  It  may  be  said  that  our  cause 
is  already  gained  in  the  consent  of  all  the  best 
minds;  and  in  fact,  more  than  one  indication 
points  to  an  awakened  interest  more  keenly  felt 
than  ever  before ;  it  is  especially  noticeable  in  the 
place  assigned  this  study  in  higher  education  by 
the  creation  more  or  less  recent,  of  chairs  devoted 


86  ART   HISTORY   IN   THE   HIGH   SCHOOL 

to  it.  In  the  greater  number  of  our  universities 
however,  art  history  is  not  yet  represented,  or  if 
at  all  is  represented  very  inadequately ;  still,  the 
principle  has  obtained  a  footing  and  in  time  re- 
sults will  appear. 

In  secondary  instruction  since  the  timid  ex- 
perimental step  of  1891,  there  has  been  no  for- 
ward movement.  Only  a  limited  number  of 
pupils  have  reaped  the  fruit  of  the  reform,  so 
that  since  the  benefit  has  not  been  extended  to 
all  the  students  of  our  high  and  collegiate 
schools,  art  and  its  history  cannot  be  said  to 
have  conquered  their  legitimate  share  of  influ- 
ence and  of  activity  in  the  collective  work  of 
national  education.  In  France  the  only  lines  of 
study  which  contribute  to  general  culture  are 
those  imposed  upon  the  student  while  in  the 
preparatory  school.  There  is  talk  of  withdraw- 
ing the  study  of  philosophy  from  the  high  school 
and  moving  it  forward  to  the  university  course. 
Whether  or  not  this  would  be  a  benefit,  one 
thing  is  certain,  whenever  this  move  is  made 
philosophy,  like  Sanscrit,  will  be  studied  only  by 
the  curious  few. 


PLACE   OF   ART   IN   THE    CURRICULUM  87 

If  it  is  demonstrated  that  the  mind  which  is 
a  stranger  to  all  knowledge  of  art  matters  is  not 
a  mind  truly  cultivated,  the  teaching  which 
alone  can  fill  this  gap  should  be  established  at 
the  high  schools  and  as  much  in  the  classical  as 
in  the  so-called  modern  division.  Without  pre- 
tending to  exact  from  the  pupils  as  much  time 
as  does  general  history  this  study  should  be  placed 
on  the  same  footing  with  it,  should  be  protected 
by  the  same  sanctions,  should  claim  for  itself  its 
assigned  hours,  should  be  presented  by  instruc- 
tors who  are  qualified  for  their  tasks  and  who 
have  at  their  disposal  proper  illustrative  material, 
without  which  they  can  only  offer  their  auditors 
a  sterile  nomenclature  of  names  and  dates. 

The  hour  seems  to  have  arrived  to  realize  this 
progress ;  and  to  insure  the  success  of  the  reform 
it  will  not  be  enough  merely  to  extend  over  an- 
other series  of  masters  and  pupils  the  scheme 
adopted  in  1891  without  modifying  its  present 
conditions. 

Modifications  are  much  to  be  desired.  The  in- 
structors who  have  been  charged  with  this  teach- 


88  ART   HISTORY   IN   THE   HIGH  SCHOOL 

ing  in  the  high  schools  have  been  impoverished  for 
the  new  need,  they  have  had  no  special  prepara- 
tion and  they  have  not  been  encouraged  to  acquire 
it ;  the  time  allotted  has  been  inadequate ;  it  is  now 
only  one  hour  per  week.  Even  so  the  experi- 
ment would  have  some  chance  of  success  if  the 
indispensable  illustrative  and  documentary  ap- 
paratus were  supplied.  It  is  as  impossible  to 
teach  art  history  without  showing  its  monuments 
or  reproductions  of  them  as  to  teach  geography 
without  the  ordinary  or  the  relief  maps.  A 
form  is  defined  by  its  limits  or  contours ;  these 
lines  the  mind  may  apprehend  only  through  eye 
or  touch — practically  through  the  eye.  To  a 
mind  already  acquainted  with  a  certain  form, 
words  may  suffice  to  recall  its  image ;  but  if  that 
form  has  never  been  perceived,  words,  however 
eloquent,  are  powerless  to  describe  it. 

This  point  has  never  been  comprehended  by 
the  school  administration.  The  administration 
simply  directs  that  from  October  1st  of  each 
year  masters  of  the  modern  division  shall  see  to 
it  that  the  history  of  art  is  taught.     How  can 


ILLUSTRATIVE    AIDS  89 

they  ?  What  illustrative  aids  have  they  ?  Be- 
cause these  questions  have  never  been  considered, 
what  has  happened  ?  On  the  insistence  of  the 
professor,  the  authorities  have  granted  to  certain 
schools  small  subsidies,  enough  to  buy  a  few 
dozen  photographs.  Somewhere  else  a  principal, 
ransacking  his  drawers,  has  been  able  to  find  a 
few  leavings  which  he  has  devoted  to  these  uses. 
One  school,  that  of  Rheims,  has  the  walls  of 
its  great  gallery- vestibule  entirely  covered  with 
engravings,  photographs,  and  mouldings.  It  is 
a  little  museum,  in  which  all  the  epochs  of  art 
may  be  found  represented,  as  also  pieces  of  the 
most  interesting  sculptures  of  the  thirteenth 
century;  these  have  been  borrowed  from  the 
neighboring  cathedral.  It  is  the  sort  of  material 
a  professor  is  able  to  utilize ;  but  no  other  high 
school  is  thus  furnished.  It  happened  in  Rheims 
that  the  headmaster  was  an  archaeologist  who  had 
employed  the  leisure  of  his  youth  in  deciphering 
the  ancient  edifices  and  museums  of  Roman 
Gaul;  later,  condemned  to  abstain  from  these 
personal  researches,  he  undertook  to  awaken  in 


90  ART   HISTORY   IN   THE   HIGH  SCHOOL 

the  pupils  under  his  care  a  taste  for  studies  whose 
charm  he  had  himself  proved.  Such  favoring 
conditions  and  opportunities  are  not  the  lot  of 
many  masters. 

^Jn  spite  of  these  drawbacks  the  new  course  of 
study,  because  it  responds  to  a  secret  desire  of 
cultivated  minds,  has  been  well  received ;  in  more 
than  one  high  school  of  both  Paris  and  the 
provinces  students  belonging  to  the  classical 
division  have  demanded  and  studied  it  with  dili- 
gence. This  movement  on  their  part,  without 
outside  pressure  or  concert,  was  a  sort  of  indi- 
rect protest  against  the  decision  which  had  placed 
them  with  regard  to  their  comrades  at  a  disad- 
vantage. It  is  now  proposed  to  put  this  new 
study  on  a  better  footing  where  it  already  exists, 
and  to  introduce  it  where  until  now  it  has  been 
neglected;  it  only  remains  to  discuss  the  ques- 
tion of  ways  and  means. 

The  first  matter  to  regulate  is  the  choice  of 
masters ;  measures  must  be  adopted  which  will 
make  teachers  equal  to  their  task.  It  may  be 
best  to  resort  to  the  traditional  expedient    of 


THE  CHOICE  OF  ART  TEACHERS       91 

creating  under  the  title  History  of  Art  a  special 
chair,  to  hold  which  a  competitive  examination 
must  be  absolved;  or,  to  offer,  dependent  on  a 
satisfactory  examination,  a  certificate  of  qualifi- 
cation. Nothing  could  be  easier;  candidates 
will  be  seen  flocking  as  soon  as  such  a  notice  is 
posted.  But,  have  we  not  too  many  competi- 
tions? There  is  already  difficulty  in  finding 
enough  judges  to  serve  on  the  various  juries, 
and  it  is  an  embarrassment  to  provide  places  of 
assemblage.  Besides,  art  will  long  occupy  a  very 
restricted  place  on  the  curriculum  and  those  who 
have  qualified  themselves  to  teach  will  find  only 
a  few  hours  of  service  demanded;  further,  by 
reserving  the  privilege  of  teaching  this  branch 
to  holders  of  diplomas,  shall  we  not  deprive  our- 
selves of  valuable  assistance  from  other  sources  ? 
I  would  propose  that,  using  for  the  moment 
the  material  at  hand,  we  address  ourselves  espe- 
cially to  the  professors  of  history.  Their  atten- 
tion has  already  been  called  to  plastic  art  by  ref- 
erences to  it,  slight  as  they  are,  in  the  official 
programmes   made  out  for  the  department  of 


92  ART   HISTORY   IN   THE   HIGH  SCHOOL 

History ;  and  from  the  very  nature  of  their  func- 
tion these  professors  are  inclined,  if  not  to  read 
more,  to  read  books  of  greater  variety  in  subject 
than  their  colleagues;  they  of  all  teachers  will 
most  easily  adapt  themselves  to  the  new  situation. 
In  the  examinations  of  aspirants  to  professor- 
ships of  history,  Art  history  heretofore  has  played 
a  very  secondary  part ;  though  the  examiners  do 
propose  an  occasional  question.  In  1896  of  the 
four  subjects  assigned  for  theses,  one  was  "  The 
Great  Epochs  of  Gothic  Art  in  France  during  the 
Middle  Ages  ",  and  the  following  topics  are  from 
lists  which  have  come  under  my  eye :  "  Egyptian 
Monuments  of  the  Pharaonic  time",  list  1892; 
i  i  primitive  Greece  according  to  the  most  recent 
discoveries",  1893;  "  The  Great  Monuments  of 
Eome  under  the  Empire  ",  "  The  Civilization 
and  Art  of  Ancient  Persia  ",  1894;  "  The  Monu- 
ments of  the  Athenian  Acropolis  ",  1894.  Since 
1894  no  topics  of  this  nature  appear  on  the  jury 
lists,  and  candidates  may  well  hope  that  the  sub- 
ject of  art  will  be  passed  over ;  but  they  well 
know  that  proficiency  in  political,  military,  and 


THE  CHOICE  OF  ART  TEACHERS       93 

diplomatic  history  will  be  thoroughly  sounded, 
and,  quite  naturally,  these  future  professors  infer 
that  the  great  peoples  and  great  centuries  of  the 
past  may  be  comprehended  without  taking  into 
account  creations  of  art.  To  make  our  reform 
effective,  questions  on  the  history  of  art  should 
be  included  in  every  historical  examination, 
whether  for  license,  for  diploma,  for  advanced 
work  (degree),  or  to  qualify  for  filling  the  chair  of 
history. 

Whenever,  therefore,  this  campaign  shall  open 
the  professors  of  history  will  form  the  bulk  of 
the  army;  but  to  this  permanent  and  regular 
corps  auxiliary  troops  may  with  profit  be  added ; 
such  volunteers  should  be  enrolled  as  may  pres- 
ent themselves  with  brilliant  records,  whose 
recommendations  are  not  a  sudden  examination 
but  published  works,  and  often  a  whole  life  de- 
voted to  the  study  of  art.  Of  course  one  may 
be  a  fine  connoisseur  without  possessing  the  gift 
for  teaching.  It  will  pertain  to  the  principals  of 
our  educational  establishments  to  discover  and 
to  test  these  occasional  assistant  professors ;  and 


94  ART  HISTORY   IN   THE  HIGH  SCHOOL 

to  engage  only  those  who,  in  one  way  or  another, 
shall  have  proved  their  capacity  to  communicate 
what  they  know  by  word  of  mouth. 

Above  all  things  I  would  desire  this  instruction 
to  be  made  compatible  with  an  extreme  variety 
in  and  a  very  great  liberty  of  method.  It  should 
not  everywhere  be  entrusted  to  the  same  cate- 
gory of  instructors.  Where  a  member  of  the 
school  faculty  is  found  specially  fitted  for  it,  as 
in  a  certain  high  school  of  Paris  the  professor  of 
rhetoric  and  author  of  one  of  the  most  beautiful 
books  ever  written  on  the  history  of  Christian 
art,  he  should  be  selected  to  teach  it.  Again, 
appeal  might  be  made  to  former  members  of  the 
schools  of  Athens  or  Eome,  to  some  gifted  critic 
or  learned  artist  (there  are  such)  who  might  be 
willing  to  discuss  the  theory  and  history  of  his 
art.  All  the  arts  of  design  are  so  closely  bound 
together  that  it  would  be  easy  for  the  adept  in 
anyone  of  them  to  speak  with  intelligence  and 
understanding  of  the  others. 

I  would  wish  also — and  with  our  passion  for 
uniformity  it  is  asking  much — that  no  attempt 


LIBERTY   OF   METHOD  95 

should  be  made  to  develop  in  all  the  high  and 
collegiate  schools  of  our  Eepublic  the  full  pro- 
gramme in  all  its  parts.  It  seems  to  me  entirely 
natural  that  in  our  southern  cities,  at  Nimes  for 
example,  the  preference  should  be  given  to  ancient 
art,  while  at  Chartres,  Amiens,  and  Eheims  stud- 
ies of  the  cathedral  should  be  made. 

I  would  go  even  further;  I  would  not  require 
that  everywhere  the  course  should  have  the 
same  duration.  Certain  hours  should  be  reserved 
to  it  in  the  senior  and  junior  classes  of  the  high 
school  in  rhetoric  and  in  philosophy;  but  the 
professor  should  not  feel  obliged  to  devote  these 
hours  exclusively  to  art ;  he  should  use  his  judg- 
ment and  let  the  time  depend  upon  what  he  had 
to  offer  in  point  or  new.  From  such  a  master 
twenty  lessons  of  superior  quality  would  serve 
better  to  awaken  in  the  pupils  a  sense  of  art, 
than  forty  or  fifty  from  some  poor  devil  who  con- 
tents himself  with  repeating  phrases  borrowed 
at  second  hand  from  a  book. 

Under  penalty  of  miscarrying  and  being  a 
mere  delusion  this  experiment  should  be  made 


96  ART   HISTORY   IN   THE   HIGH   SCHOOL 

supple,  diverse,  and  always  ready  to  avail  itself 
without  pedantry  of  all  aids  from  which  it  may 
expect  to  derive  any  benefit;  and  it  must  adjust 
itself  to  varying  conditions  of  the  centre  where 
it  is  to  be  developed.  The  question  is  to  know 
in  what  measure  our  rules  and  accepted  customs 
will  lend  themselves  to  the  play  of  these  mani- 
fold arrangements  and  this  perpetual  improvisa- 
tion. If  our  dream  is  to  be  realized  the  princi- 
pals of  our  high  schools  will  need  to  be  less 
dominated  than  at  present  by  the  central  au- 
thority ;  they  must  have  a  voice  in  the  selection 
of  their  staff,  and  be  free  to  modify  according  to 
circumstances  the  interior  government  of  the 
school  and  the  order  of  its  studies. 

There  are  certain  other  embarrassments  to 
provide  against.  School  principals  would  will- 
ingly urge  on  to  success  this  new  instruction, 
could  all  its  necessities — its  teaching  corps  and 
illustrative  apparatus — be  provided  for  at  the 
same  time.  The  teachers  may  be  found,  al- 
though a  certain  liberality  of  view  as  well  as 
much  perseverance  must  attend  the  search,  for 


MATERIAL   EQUIPMENT  97 

they  exist  both  within  the  ranks  of  the  teaching 
corps  and  outside  in  a  latent  condition;  they 
need  only  to  be  disengaged,  brought  together 
and  put  in  motion. 

As  to  the  material  equipment,  that  is  question 
of  money,  a  difficulty  which  the  voting  of  a  sub- 
sidy will  dispose  of.  With  a  few  thousand 
francs  the  nucleus  of  a  fund  may  be  established 
at  every  locality  concerned ;  then  a  slight  annual 
disbursement  to  each  establishment  will  keep  the 
collection  up  to  date  and  permit  it  to  increase  by 
degrees.  With  proper  care  the  cost  of  repairs 
w^ould  be  almost  nul,  and  that  care  the  high 
school  master  himself  would  bestow  all  the  more 
willingly  if  in  each  place  the  fund  to  purchase 
these  local  collections  should  be  at  his  independ- 
ent disposal.  In  this  as  in  everything  let  there 
be  liberty.  Gaps  in  collections  thus  ordered  will 
in  time  be  filled  if  only  through  a  change  of 
masters.  We  do  not  think  however  that  the 
state  should  relinquish  all  control  over  the  funds 
it  provides  for  this  purpose,  though  its  principal 
role  should  be  to  furnish  to  all  inquirers  infor- 


98  ART   HISTORY   IN   THE   HIGH   SCHOOL 

mation,  advice  and  suggestions  as  to  expendi- 
tures. 

M.  Perrot  here  speaks  of  the  strange  lack  in 
France  of  art  manuals  and  text-books.  No  such 
manuals  exist  as  those  of  Kugler,  Liibke,  and 
Ludwig  von  Sybel,  or  Carl  Schnaase's  History 
of  Art ;  and  of  these  only  Llibke  has  been  trans- 
lated into  French.  In  this  connection  he  dis- 
cusses the  doubtful  value  of  the  text-book  for 
school  uses.  In  spite  of  the  convenience  of  hav- 
ing always  at  hand  a  book  in  which  one  may  be 
sure  of  finding  date  and  name,  catalogue  of  the 
principal  works  of  an  artist,  and  a  reference  list 
to  monographs,  there  are  in  the  very  merit  of  the 
work  and  the  confidence  one  places  in  it  a  temp- 
tation and  a  danger ;  the  temptation  of  accept- 
ing ready-made  judgments,  the  danger  of  hab- 
ituating oneself  to  consulting  a  book  rather  than 
the  monuments.  It  is  less  trouble  to  glance 
through  a  book  than  to  visit  a  museum,  a 
church,  a  ruin.  Now  if  there  is  any  kind  of  in- 
struction which  lends  itself  to  vapid  repetitions 
and  automatic  recitations  it  is  the  history  of  art. 


ILLUSTRATIVE 


The  most  profound  erudition  derived  solely  from 
books  will  never  be  worth  the  experience  which 
comes  from  living  in  intimate  association  with 
the  monuments,  that  wholly  personal  experience 
which  gives  accent  to  the  words  of  the  master 
or  sets  in  vibration  an  echo  of  the  very  emotion 
he  felt  before  a  noble  edifice,  a  great  statue,  or  a 
beautiful  painting. 

The  professor  of  history  most  anxious  to  im- 
prove himself  would  never  be  able  to  study  from 
the  original  more  than  a  limited  number  of 
works  of  art ;  and  it  is  of  course  not  proposed  to 
annex  to  each  high  school  a  gallery  of  antiques 
and  of  the  works  of  modern  sculptors  and  paint- 
ers. All  we  ask  is  that  the  master  should  be  in 
a  position  to  place  before  the  eyes  of  his  pupils 
representations  of  the  originals  about  which  he 
is  informing  them,  which  may  be  done  through 
photographs,  or  better  by  means  of  the  magic 
lantern. 

Lantern  slides  in  series  may  be  had  from  Ger- 
many, if  the  French  will  not  venture  to  produce 
them;  and  in  Germany  may  also  be  procured 


100  ART   HISTORY   IN   THE   HIGH   SCHOOL 

the  architectural  wall- charts  so  indispensable  as 
a  complement  to  photography,  the  uses  of  which 
he  thus  explains;  photography  alone  is  incom- 
plete, elle  sert  a  tout  mats  ne  suffit  a  Hen ;  in 
painting,  photography  suppresses  color;  it  de- 
forms the  statue,  exaggerating  its  salient  parts ; 
it  shows  architecture  only  in  perspective,  giving 
the  true  dimensions,  height,  length,  width, 
neither  separately  nor  collectively  in  their  mutual 
interdependence.  To  comprehend  these  relations 
a  ground  plan  is  the  first  requisite,  to  which  ele- 
vations and  sections  must  be  added.  A  photo- 
graphic view  of  the  ruins  of  the  Parthenon  may 
be  exhibited ;  without  a  ground  plan  indicating 
the  positions  once  occupied  by  the  columns  and 
walls  now  overthrown  and  in  ruins,  one  will  gain 
but  a  vague  conception  of  the  arrangement  of  a 
Doric  peripteral  temple,  its  three  naves,  its  cellar 
divided  into  two  unequal  halls.  The  view  may 
be  well  understood  only  by  studying  first  the 
ground  plan,  then  a  longitudinal  and  a  trans- 
verse section  of  the  restored  interior.  The  same 
may  be  said  of  a  Eomanesque  or  a  Gothic  church. 


ILLUSTRATIVE    AIDS  101 

These  examples  may  indicate  the  sort  of  wall 
charts  which  should  be  added  to  the  material 
equipment  of  a  course  on  the  history  of  art. 

As  to  the  buildings  of  antiquity  this  collection 
should  include  ground  plans  of  an  Egyptian 
temple,  of  an  Assyrian  and  of  a  Persian  palace, 
those  of  a  Greek  and  a  Roman  theatre,  an  am- 
phitheatre such  as  the  Coliseum,  baths  like  those 
of  Oaracalla,  a  dwelling  house  from  Pompeii, 
etc.,  etc. — plans  which  should  be  accompanied 
with  the  probable  restorations  drawn  on  a  large 
scale.  And  the  same  mode  of  presentation 
should  be  adopted  for  groups  of  buildings  such 
as  Luxor  or  Karnac,  the  terrace  of  Persepolis, 
the  Acropolis  of  Athens,  the  Altis  of  Olympia, 
the  sacred  enclosure  of  Delphi,  the  Roman 
forum,  the  buildings  of  the  Palatine. 

When  in  1876  I  had  the  honor  of  being  chosen 
to  initiate  the  course  of  Classical  Archaeology  in 
the  Belles  Lettres  Academy  of  the  Institute  of 
France,  I  found  in  a  collection  edited  in  Ger- 
many some  of  the  wall  charts  which  I  have  just 
enumerated ;  those  lacking  were  furnished  to  me 


102  ART   HISTORY   IN   THE   HIGH   SCHOOL 

in  the  shape  of  large  drawings  in  wash  by  a 
listener  to  my  first  lectures,  M.  Charles  Chipiez, 
the  learned  architect  who  became  later  my  co- 
laborer.  Notwithstanding  the  school  programme 
of  1891,  nothing  of  value  in  this  kind  has  been 
undertaken  by  any  French  editor.  The  essen- 
tials of  such  a  collection  could  easily  be  brought 
together,  for  plates  in  histories  of  art  may  be 
enlarged  at  will  by  a  mechanical  process ;  as  to 
restorations,  various  archaeological  works  might 
be  drawn  upon,  as  well  as  those  to  be  found  in 
the  library  of  the  Ecole  des  Beaux  Arts.  The 
day  when  art  history  shall  be  everywhere  taught 
may  perhaps  see  French  publishers  willing  to 
issue  a  series  of  such  charts,  and  every  teacher 
will  desire  to  acquire  a  copy.  If  these  publish- 
ers will  not  now  venture  the  risk  we  must  place 
our  orders  with  strangers. 

As  to  casts  it  would  be  useless  to  hope  that 
each  high  school  should  be  supplied  when  not 
even  the  University  of  Paris  has  a  complete 
series  placed  in  chronological  order.  Satisfac- 
tory arrangements  may  however  be  made.     Qne 


ILLUSTRATIVE    AIDS  103 

teacher  may  borrow  from  another  in  rotation. 
Where  a  cast  is  too  weighty  to  be  moved,  mas- 
ters and  pupils  must  go,  as  did  the  prophet,  to 
the  mountain  which  would  not  come  to  him.  At 
the  town  museum  may  be  seen  not  only  casts 
but  paintings,  and  before  these  works  of  art  the 
master  will  give  his  best  instruction.  These 
visits  to  the  museums  should  be  recommended 
on  the  official  programme  and  their  dates  should 
be  indicated  on  all  study  plans.  One  or  two 
afternoons  of  each  month  should  be  reserved 
for  these  art  promenades. 

An  outline  follows  of  what  the  favored  lads 
of  the  Parisian  high  schools  may  enjoy  in  this 
kind ;  they  will  have  afternoons  at  the  Louvre, 
they  will  see  the  museums  of  the  Luxemburg 
and  Trocadero,  the  cabinet  of  prints  and  medals 
at  the  National  Library,  the  collections  at  the 
Ecole  des  Beaux  Arts,  and  that  charming  cours 
du  Murier  which  will  give  them  a  foretaste  of 
Italy ;  such  edifices  too  as  Notre  Dame  and  the 
Sainte  Chapelle,  the  basilica  of  St.  Denis,  and 
the  chateau  of  Versailles.     There  are  few  French 


104  ART   HISTORY   IN   THE  HIGH  SCHOOL 

cities  even  of  the  second  or  third  rank  which 
have  not  much  food  for  such  study. 

One  thing  more  M.  Perrot  would  desire  to  find 
in  this  ideal  master  of  the  future — a  knowledge 
of  drawing  sufficient  to  enable  him,  while  speak- 
ing, to  trace  with  the  chalk  the  outline  of  a 
ground  plan,  the  section  of  a  nave  or  the  pro- 
file of  a  moulding  on  the  blackboard.  Nothing 
awakens  and  holds  attention  in  a  listener  like 
sketches  executed  under  his  eye,  which  agree- 
ably interrupt  the  always  somewhat  monoton- 
ous course  of  a  continuous  lecture  from  the 
chair. 

M.  Perrot  next  treats  of  the  same  embarrass- 
ment in  French  schools  which  is  felt  here;  a 
crowding  of  subjects,  a  danger  that  the  pupil 
will  find  no  time  for  thought,  for  assimilating 
his  mental  food,  for  origination;  that  he  will 
play  the  role  of  passive  auditor  whose  only  duty 
is  to  listen  and  take  abundant  notes.  He  sees 
however  ways  of  meeting  this  objection.  First, 
the  monthly  or  semi-monthly  art-promenades, 
being  an  integral  part  of  the  course,  would  not 


ABRIDGMENT   OF   MEMORY   WORK  105 

increase  but'  would  rather  relieve  the  strain  of 
routine  work.  These  promenades  however  would 
be  worthless  except  as  complementing  instruc- 
tion from  the  chair,  to  which  an  hour  and  a  half 
per  week  should  be  devoted.  Second,  only  ad- 
vanced classes  of  the  high  school  should  be 
allowed  to  take  this  study ;  younger  children  are 
not  mature  enough  to  comprehend  it.  On  the 
other  hand  students  preparing  for  college  en- 
trance examinations  who  are  specially  hard 
pressed  at  the  end  of  the  school  year  might 
restrict  the  art  history  course  to  the  fall  term ; 
the  master  could  thus  count  with  more  security 
on  attention  and  assiduity ;  and  some  of  the  cor- 
responding art-promenades  might  be  deferred 
until  later  in  the  year,  when  they  would  be  a 
distraction  from  the  harrassing  pre-occupations 
of  the  diploma,  relaxing  both  mind  and  limbs. 
This  would  not  entirely  dispose  of  the  difficulty 
— that  seeming  impossibility  of  adding  during 
six  months  of  the  year  yet  another  subject  to 
the  overcrowded  curriculum.  But  M.  Perrot 
has  another  happy  suggestion.     He  appeals  again 


106  ART   HISTORY   IN   THE   HIGH  SCHOOL 

to  the  professors  of  history.  Could  they  not 
make  some  abridgments  in  the  memorizing  they 
require  ?  Could  they  not  glide  more  rapidly 
over  certain  facts  of  secondary  importance  ? 
Eecalling  his  student  days  he  counts  time  lost 
which  he  spent  in  memorizing  boundaries  of  the 
domains  which  the  sons  of  Clovis  inherited  at  his 
death,  and  the  names  and  dates  of  many  battles 
in  the  campaigns  of  Frederick  II  and  Napoleon. 
By  such  abridgments  perhaps  a  place  might  be 
made  for  lessons  devoted  to  art,  whether  in  the 
form  of  a  special  series  or  with  their  historical 
setting — a  part  of  the  great  picture  of  the  past. 
The  reasons  given  by  M.  Perrot  for  such  an 
abridgment,  in  favor  of  art  history,  of  the  high 
school  course  in  philosophy  are  still  more  cogent 
and  worthy  of  attention.  I  do  not  undertake,  he 
says,  to  criticise  this  teaching,  but  I  have  often 
heard  expressions  of  regret  from  men  who  can- 
not be  suspected  either  of  not  understanding  or 
not  loving  philosophy.  They  regret  the  place 
given,  at  the  expense  of  psychology,  logic,  and 
morality  to  questions  which  they  regard  as  un- 


BETTER   ART   THAN   METAPHYSICS  107 

solvable.  More  than  one  master,  they  say,  thus 
leads  young  people  to  employ  glibly  terms,  the 
meaning  of  which  has  not  been  and  cannot  be 
nicely  defined,  because  these  terms  do  not  repre- 
sent clear  ideas.  Bad  habitudes  result,  the  mind 
accustoms  itself  to  believe  that  it  comprehends 
what  it  does  comprehend  in  any  true  sense  of 
the  word;  it  intoxicates  itself  on  abstractions, 
and  plays  with  formulas  which  it  mistakes  for 
solutions — those  hollow  formulas  which  leave 
behind  them  only  uncertainties  and  desolation. 
Nothing  leads  more  surely  to  a  skepticism  dan- 
gerous to  morality  than  these  simple  affirma- 
tions of  a  prcocious  and  rash  dogmatism. 

Taine  was  struck  with  this  peril.  The  outline 
papers  of  the  high  school  course  on  philosophy 
were  put  into  his  hands  by  a  student  in  whom  he 
took  a  warm  interest.  He  found  in  them  many 
theories,  many  discussions  which  seemed  to  him 
beyond  the  capacity  of  reasoning  faculties  at 
seventeen  and  eighteen.  Far  from  gaining  in 
vigor  by  the  effort,  these  faculties  are  thus 
fatigued  and  led  astray.     These  tendencies  are 


108  ART   HISTORY   IN   THE   HIGH   SCHOOL 

most  apparent  among  candidates  for  admission 
into  the  normal  school  and  for  the  degree  of 
master  of  arts.  Professors  are  dragged  into 
metaphysical  speculations  by  the  very  ardor  of 
curiosity  which  these  open-hearted  young  people 
feel  when  for  the  first  time  they  find  themselves 
facing  the  great  problems  which  will  always 
torment  humanity.  The  course  in  philosophy 
could  well  be  curtailed  and  thus  contribute  some 
hours  to  the  count  of  art  history. 

M.  Pgrrot  is  an  authority  so  respected  and  the 
conditions  in  France,  as  above  represented,  are 
in  many  respects  so  nearly  on  a  parallel  with 
those  in  our  own  country,  that  these  suggestions 
and  recommendations  must  carry  weight  and  be 
especially  welcomed  by  all  who,  in  the  interests 
of  our  schools,  are  sincerely  trying  to  establish 
a  jus^propcgrtion  in  the  relative  value  of  studies. 


School  Bulletin   Publications 


NOTE.— Binding  is  indicated  as  follows  :  B  boards,  C  cloth,  L  leatherette 
M  manilla,  P  paper.  Size  as  follows:  8:416  indicates  8vo,  pp.  his ;  12:393  in- 
dicates 12mo,  pp.  393  ;  16:389  indicates  lGmo,  pp.  389.  Numbers  preceding  the 
binding  and  size  give  the  pages  in  the  Trade  Sale  catalogue  of  1900  on  which 
the  books  are  described,  the  fullest  description  being  placed  first.  Books 
preceded  by  a  dagger  (t)  are  selected  by  the  State  Superintendent  of  Public 
Instruction  for  the  New  York  Teachers'  Library.  Books  preceded  by  (T) 
are  specified  for  instruction  in  New  York  training  classes. 

Books  starred  may  be  had  also  in  the  Standard  Teachers'  Library, 
manilla  binding,  at  50  cts.  each.  Unless  expressly  ordered  to  be  sent  in  this 
binding,  such  volumes  are  always  sent  in  cloth. 

A  DAY  of  My  Life,  or  Everyday  Experiences  at  Eton.    27  C  16:184 $1  00 

Ackerman  (Mrs.  M.  B.)  Review  Questions  to  accompany  Hendrick's  His- 
tory of  the  Empire  State.    99  P  12:15. 05 

Adams.    Wall  Map  of  the  State  of  New  York,  68x74  inches,  81  C 5  00 

Aids  to  School  Discipline.    95  Per  box    47 1  25 

Supplied  separately ;  per  100  Merits,  15  cts. ;  Half  Merits,  15  cts. ; 
Cards,  15  cts.;  Checks,  40  cts.;  Certificates,  50  cts. 

Alden  (Joseph).    First  Principles  of  Political  Economy.    86  C  16:153 75 

Aldis  (Mary  E.)     The  Great    Giant  Arilhmos.    A   most  Elementary 

Arithmetic.    C  16:224 1  00 

American  Flags.    Send  for  circular.    103. 

Arabic  Self -Taught.    72  C  12:104 1  25 

Armstrong-Hopkins  (Mrs.  S.)    Khetwadi  Castle,  C  12:401,  44  illustra- 
tions  2  00 

Arnold  (Matthew).  Reports  on  Elementary  Schools,  1852-1882.  27  C  16:318.  2  00 

(Thomas).    *  Stanley's  Life  of,  J.  S.  Carlisle.    36  C  16:252 1  00 

Dr.  Arnold  of  Rugby,  Selfe,  C  12:128 75 

Ascham  (Roger).    Sketch  of,  by  R.  H.  Quick.    P  16:55 15 

*  Biography,  by  Samuel  Johnson.    36  C  16:252 1  00 

Complete  Works.    36  C  16:321,  273,  376,  374    4  vols 5  00 

Attendance  Blanks  for  use  under  the  Compulsory  Law  of  N.  T.  (a) 
First  Notice  to  Parents;  (b)  Second  Notice  to  Parents  ;  (c)  Notice  to 
Attendance  Officer.  Manilla,  4x9,  pp.  100  each.  Per  dozen,  each.  2  00 
*t Authors  Birthday  Exercises.  First  Series:  Poe,  Longfellow, 
Reed,  Irving,  Walt  Whitman,  Mrs.  Stowe,  Hawthorne,  Holmes, 
Cooper,  Bancroft,  Bryant,  Whittier.    50  portraits  and  illustrations, 

72,73  C  16:320 1  00 

*tSecond  Series,  Bayard  Taylor,  Lowell,  Howells,  Motley,  Emerson, 

Saxe,  Thoreau,  E.  S.  Phelps-Ward,  Parkman,   Cable,  Aldrich, 

Joel  Chandler  Harris.    44  portraits.    73  O  16:459 1  00 

*  Third  Series,  Franklin,  Curtis,  Whipple,  Mitchell,  Prescott,  Thax- 

ter,  Stoddard,  Harte,  Winthrop,  Stedman,  Mark  Twain,  Hingin- 
son,  41  portraits  and  illustrations.    73  C  16:367 1  00 


Authors,  Game  of  Fireside  Authors,  52  cards,  with  Portraits.    72 — $    35 

Young  Folks'  Favo?ite  Authors,  52  cards,  with  Portraits.  72 35 

Game  of  Poems  Illustrated,  52  cards,  with  Pictures 35 

BALL.  (J.  W.)    1000  Questions-and-Answers  in  Drawing.    94  L  16:G7. ...      40 

Instruction  in  Citizenship.    L  12:63 40 

Ballard  (Addison)  Arrows,  or  Teaching  as  a  Fine  Art.    51  C  16:108...      75 

(HarlanH.)    *  Pieces  to  Speak.    67,660  16:192 100 

The  same,  Parts  I  and  V,  each  P  16:40. . . . 15 

Barbera  (Piero).    Educational  Publications  in  Italy.    26,  54,  40,  P  8:14. . .      15 

Bardeen  (C.  R.)    Infection  and  Immunity.    P  8:20 '. 25 

(C.  W.)    *  Manual  of  School  Law.    88,  86,  96,  101,  C  16:276 1  00 

t  Geography  of  the  Empire  State.    101,  79,  96  C  8:120 75 

Outlines  of  Sentence-Making.    70  C  12:187 60 

t  Verbal  Pitfalls.  A  manual  of  1500  misused  words.  45, 20, 68,  C  16:223.      75 

—  *  Authors  Birthdays,  Three  Series.    See  above. 

*  t  Roderick  Hume.    The  Story  of  a  New  Ycrk  Teacher,  30,  21,  C 

16:295 1  25 

*  t  Commissioner  Hume,  A  Story  of  New  York  Schools.    31  C  16:210. .  1  25 

The  Little  Old  Man,  or  the  School  for  Illiberal  Mothers.    65,  21  C  16:31      50 

Teaching  as  a  Business  for  Men.    42,  53,  54  P  8:20, 25 

The  Teacher's  Commercial  Value.    42,  53,  54  P  8:20 25 

The  Teacher  as  He  Should  Be.    42,  53,  54  P  8:24 25 

Fitting  Teachers  to  Places.    (Only  in  volume  below.)    42,  53 

*  t  Teaching  as  a  Business.    The  above  four  addresses  in  one  vol- 
ume.   42,530  16:154 100 

Continuous  Contracts  for  Teachers.    C  16:48 50 

Organization  and  System  vs.  Originality.    53,  54  P  8:9 15 

T  he  Tax-Payer  and  the  Township  System.    53,  54  P  8:20 25 

Some  Problems  of  City  School  Management.    53  P  8: 16 25 

Effect  of  the  College-Preparatory  High  School.    52,  53,  54  P  8:5 15 

History  of  Educational  Journalism  in  New  York.    26,  53, 54, 96  P  8:45.      40 

Educational  Journalism— -an  Inventory.    53  P.  8:20 25 

The  Song  Budget.    90  P  small  4:76 15 

The  Song  Century.    90,  91  P  small  4:87 15 

The  Song  Patriot.    90,  91  Psmall4:80 15 

The  Song  Budget  Series  Combined.    90  C  small  4:250 50 

Dime  Question  Books  of  Temperance  Physiology,  Book-Keeping,  Let- 
ter-Writing.   69,100.    Each 10 

Barnard  (Henry).    American  Journal  of  Education.    Vols.  I-XIII,  XVI, 

XVII,  XXIII,  XXIX.    Each,  Half -turkey,  8:  about  800 5  50 

Letters,  Essays,  Thoughts  on  Studies  and  Conduct.    C  8:552 3  50 

t Kindergarten  and  Child  Culture  Papers,  etc.    C  8:784 3  50 

American  Pedagogy.    C  8:510 3  50 

Military  Systems  of  Education.     C  8:960 5  50 

The  EdH  Labors  of,  by  Will  S.  Monroe.    36  L  16:35 50 

(H.)     Oral  Training  Lessons.    92,  49  C  12 :136 75 

Basedow  (J.  B.)    Sketch  of,  by  R.  H.  Quick.    P  16:18 15 

Bassett  (J.  A.)    Latitude,  Longitude,  and  Time.    64,  60,  74,  96  M  16:42. .      25 

(2) 


Bates  (S. P.)    Methods  of  Teachers  Institutes.    59  C  12:76 $    60 

Batsdorf  (J.  B.)     The  Management  of  Country  Schools.    54,  55  P  8:33 20 

Beebe  (Levi  N.)    First  Steps  among  Figures.    61,  60  C  16:326 1  00 

PupiVs  Edition.    61,  60  C  16:140 : 45 

Beesau  (Amable).    The  Spirit  of  Education.    C  16:325,  and  Portrait —  1  25 

Bell  (Andrew).    An  Old  Educational  Reformer.    39,  36  C  16:182 1  00 

Bennett  (C.  W.)    National  Education  in  Europe.    54  P  8:28 15 

History  of  the  Philosophy  of  Pedagogics.    26  L  16:43 50 

Benton  (Emily  E.)     The  Happy  Method  in  Number.    60  C  8:96 75 

Bible  in  the  Public  Schools,  Cincinnati  case,  24:214, 233.  P  50  cts. ;  C.  1  00 

Binner  (Paul).    Old  Stories  Retold.    65,  21  B  16:64.. 25 

*  Birkbeck  (George).     The  Pioneer  of  Popular  Education.    Memoir  of, 

by  J.  G.  Godard.    36  0  16:258 150 

Blackman  (O.)    Graded  Songs  for  Bay  Schools.    P  16:39 10 

Blakely  ( W.  A.)     Chart  of  Parliamentary  Rules.    68  P  16:4 25 

Blodgett  (A.  B.)    The  Relationofa  Principal  to  the  Community.  51  P  8:19  25 
Boy  den  (Helen  W.)    Boy  den's  Speaker.    For  primary  grades.    66  C 

12:192 1  00 

Bradford  (W.  H.)  Thirty  Possible  Problems  in  Percentage.  60, 96  M  16:34.  25 
Bramwell  (Amy  B.)  and  Hughes  (H.  M.)     The  Training  of  Teachers  in 

the  U.S.    26  C  12:210 1.25 

Bremner  (C.  S.)    Education  of  Girls  and  Women.    29  C  12:296 1  50 

Briggs  (F.  H.)    Boys  and  How  to  Re-Make  them.    54,  58  P  8:24 25 

Industrial  Training  in  Reformatory  Institutions.    53,  54  P  16:28 25 

Bristol  (H.  C.)    Honesty  Cards  in  Arithmetic.    64.  93  50  cards,  3x4}^. ...  50 

Browne  (M.  Frances).    A  Glimpse  of  Grammar-Land.    66  P  8:24 15 

Browning,  (Oscar).    A  Short  History  of  Education.    26  C  16:93,  49  ills. .  50 
Bryant  (Sophie).     The   Teaching  of  Morality  in  the  Family  and  the 

School.    58  C  12:154 1  50 

•Buckham  (H.  B.)    Handbook  for  Young  Teachers.    47,  43,  55  C  16:152.  75 

Buelow,  vdn.     See  Marenholz. 

•Buffalo  Examination  Questions.  99.    1892-6,    C  16:318.     1896-99  C 

16:260,  each 1  00 

Bugbee  (A.  G.)    Exercises  in  English  Syntax.    71  L  16:85 35 

Key  to  the  same.    71  L  16:36 35 

Bulletin  Spelling  Pads,  70  pages.    Each 15 

Absence  Record.    95  L  pp.  400.    11x11^ 3  00 

Book-Keeping  Blanks.    Press-board,  7x8J^,  pp.  28.    Each 15 

• Composition  Book.    M  8:44 15 

■ Class   Register.    95   Press-board  cover,    Three  Sizes,   (a)  6x7,  for 

terms  of  20  weeks ;  or  (b)  5x7,  for  terms  of  14  weeks,  Pp.  48 25 

« (c)  Like  (b)  but  with  one-half  more  (72)  pages 35 

Bulletin  Pencil  Holder,  numbered  for  60  pupils.    106 2  00 

1 Ink-Well  Filler,  holding  one  quart.    106 1  25 

' Number  Fan.    64, 105    11x15  inches 1  00 

Burnham  (W.  P.)    Duties  of  Outposts  U.  S.  Army.    C  24:171 50 

Burstall  (Sara  A.)     The  Education  of  Girls  in  the  United  Stales.    29,  26 

012:216 1  00 

Burritt  (J.  L.)    Penmanship  in  Public  Schools.    P  12:62,  and  chart 60 

(3) 


Burt  (Mary  E.)    Bees  ;  a  Study  from  Virgil.    For  7th  Grade  Reading. 

P.  16:15 %    15 

Butler  (Nicholas  Murray).     The  Place  of  Comenius.    38,  51  P  16:20 15 

*  CADET  (Felix).    Port-Boy al  Education.    25,  26,  58  C  16:406 1  50 

Caesar's  Conspiracy  of  the  Helvetians.    98  P  16:20 10 

Canfield  (James  H.)    Bural  Higher  Education.    52,  54  P  8:24 15 

*t  Carlisle  (J.  S.)     Two  Great  Teachers,  Ascham  and  Arnold.  36  C  16:252.  1  00 

Catalogue  of  Bare  Looks  on  Pedagogy.    P  24:58 06 

Trade  Sale,  1900,  of  School  Bulletin  Publications.    P  8:112  6  cts. ;  C .      25 

Cheney  (F.)    A  Globe  Manual  for  Schools.    79  P  16:95 25 

•Civil  Service  Question  Book.    100  C  16:282 1  50 

Clarke  (H.  Wadsworth).    Map  of  Onondaga  County.    81  C  48x54 5  00 

(Noah  T. )   Chart  of  U.  S.  History.  84  P  8^x12.  Each  5c. ;  per  doz 50 

Code  of  Public  Instruction,  New  York,  1888.    86,  96  L  8:1075,  net 2  50 

Colored  Crayon,  for  Blackboard,  per  box  of  one  dozen,  nine  colors  105.      25 

Collins  (Henry).    The  International  Date  Line.    64,  60,  79  P  16:15 15 

Comenius  (John  Amos).     Orbis  Pictus.    39,  38,  C  8:232 3  00 

*  t  Life  and  Educational  Works,  by  S.  S.  Laurie.  38,  39  0  16:272 1  00 

Sketch  of  by  R.  H.  Quick.    P  16:25.    (See  also  Butler,  Maxwell). ...      15 

Portrait  of  103  P  22x28 1  00 

Comfort  (George  F.)    Modern  Languages  in  Education.    52,  54  L  16;40. .      50 
(Geo.  F.  and  Anna  M.)     Woman's  Education  and  Woman's  Health  ; 

chiefly  in  reply  to  "  Sex  in  Education  ".    29  C  16:155 1  00 

Conspiracy  of  the  Helvetians.    98  P  16:20 10 

Constitution  of  the  State  of  New  York.    P  16:63 10 

Cooper  (Oscar  R.)    Compulsory  Laws  and  their  Enforcement.    54  P  8:6. .  15 

Craig  (A.  R.)     The  Philosophy  of  Training.    C  12:377 2  00 

Crain  (J.  H.)    70  Beview  Lessons  in  Geography.    79  P  16:60 25 

Cube  Root. Blocks,  carried  to  3  places.    63.    In  box 1  00 

Curtiss  (E.)    Ninety  Lessens  in  Arithmetic     101  C  16:105 50 

(T)  Cyclopaedia  of  Education.    20,  21  C8:562 3  75 

DALY  (D.)    Adventures  of  Boger  U  Estrange.    C  12:301 7  2  00 

Daniel  (Blanche  R.)    Outlines  of  English  Literature.  72,  98  C  12:102 50 

Danish  and  Norwegian  Conversation  Book  (See  also  Lund).  72  C  24:128      75 

Davis  ( W.  W.)    Suggestions  for  Teaching  Fractions.    64  P  16:43 25 

Fractional  Apparatus,  in  box.    64  (Not  mailable) 4  00 

De  Graff  (E.  V.)    Practical  Pf ionics.    68  0  16:108 75 

Pocket  Pronunciation  Book     68  M  16 :47 15 

*t  The  School-Boom  Guide.    56,  55,  59  C  16:405 150 

t  Development  Lessons.    C  8:301 1  50 

The  School-Boom  Chorus.    90,  92  B  small  4:147 35 

Calisthenics  and  Disciplinary  Exercises.    78  M  16:39 25 

*  t  De  Guimps  (Roger).  Pestalozzi,  his  Aim  and  Work.  37,  36  C  12:331 ....  1  50 

Denominational  Schools.    Discussion  of  1889.    54  P  8:71 25 

Dickinson  (John  W .)     The  Limits  of  Oral  Teaching.    49,  51,  92  P  16:24. . .      15 

Diehl  (Anna  Randall-).    A  Practical  Delsarte  Primer.    78  0  16:66 50 

Dime  Question  Books.    See  Southwick. 

(4) 


Diplomas,  printed  to  order  from  any  design  furnished.  Specimens  sent. 

102  (a)  Bond  paper,  14x17,  for  25  or  fewer $5  00 

M    50 650 

(b)  "  M      16x20,"    25orfewer 5  50 

44       M    50 7  50 

(c)  Parchment,  15x20,    M     1 3  50 

Each  additional  copy 75 

Donaldson  (James).    Lectures  on  Education.    26  C  16:185 1  00 

Durham  ( W.  H.)     Garleton  Island  in  the  devolution.    21  C  16:128 1  00 

EDUCATION  as  Viewed  by  Thinkers.    51  P  16:47 15 

for  the  People,  in  America,  Europe,  India,  and  Australia.  26, 27  C  8:176.  1  25 

*  Intellectual,  Moral,  and  Physical,  Herbert  Spencer.  47, 46, 58  C  16:331.  1  00 

of  Women.    See  p.  29. 

Edwards  (A.  M.)    Graded  Lessons  in  Language.    Nos.  1-6.    69  P  8:80, 

each  per  dozen 1  00 

500  Every  Day  Business  Problems  in  Arithmetic.    63,  64,  93  500  cards, 

1&C8&  with  Key 50 

500  Pertinent  Questions  in  Civics,  with  Answers.  86, 93  16:54,  P.  15,  M.      30 

The  same,  with  Questions  on  250  slips  of  cardboard,  in  box.    86,  93.      50 

Histwical  Game,  "  Our  Country  ".    85,  93  100  cards,  2*4x3% 50 

Historical  Cards.    85,  84,  93  3^x5^. 

(a)  General  History.    200  cards 1  00 

(b)  United  States  History,  Part  I.    92«ards 50 

(c)  United  States  History,  Part  II.    108  cards 50 

(d)  United  States  History,  Complete.    200  cards 1  00 

Outline  and  Topic  Book  in  U.  S.  History.    P  8 :212 50 

Outline  and  Topic  Cards  in  Geography,    81  Package  of  12,?5^x6...      15 

Geographical  Game,  "  Our  Country  '*.    80,  81,  93   100  cards  2*4x3%.      50 

Geographical  Cards.    80,  81,  93  3^x5^4. 

(a)  Part  I.  Physical  Geography  and  North  America.    100  cards 50 

(b)  Part  II.  The  Rest  of the  World.    lOOcards 50 

(c)  Complete.    200  cards 1  00 

*  Topical  Questions  in  Geography,  with  Regents'  Questions  1894-6. 

79  C  16:211 1  00 

Egbert  (Walter  R.)    Last  Words  of  Famous  Men  and  Women.    C  16:192.  1  00 

*  Ellis  (Edward  S.)    Tales  Told  out  of  School.    33  C  16:240. 1  00 

School  History  of  New  York  State 1  50 

Emerson(A.  W.)     Composition  and  Criticism.    69  L  16:82 40 

(H.  S.)    Latin  in  High  Schools.    52,  54  P  16:30 25 

t Essays  on  the  Kindergarten.    40,59C  12:175 • 1  00 

Evans  ( W.  M. )    A  Manual  of  Grammar.    71  C  16:126 75 

FARNHAM  (A.  W.)    t  I)he  Oswego  Method  of  Teaching  Geography.    79 

C  16:127 50 

(Geo.  L.)    The  Sentence  Method  of  Reading.    65  0  16:55 50> 

Favorite  Blackboard  Eraser.    105 15 

t  Felkin  (H.  M.  and  E.,  Translators.)    HerbarVs  Letters  and  Lectures  on 

Education.    40  C  16:300 1  75 

(5) 


Fette  (W.  E.)    Dialogues  from  Dickens.    66  C  16:335 $1  00 

Fitch  (Joshua  G. )    The  Art  of  Questioning.    50,  43,  51  P  16:36 15 

The  Art  of  Securing  Attention.    43,  51  P  16:43 15 

t  Lectures  on  Teaching,  Reading  Club  Edition .    46  C  12:462 1  25 

(T)  Fletcher  (A.  E.)   Sonnenscheirt  s  Cyclopaedia  of  Education.   20,  21  C 

8:562 3  75 

Foreign  Languages.    See  p.  72 

Fowle  (Wm.  B .)    The  Teachers  Institute.    59  C  12:238 1  00 

Fraction  Play.  A  Game  for  Young  Arithmeticians.    64  52  cards  2^x3^     25 
Franck  (F.)    The  German  Letter- Writer,  with  the  Forms  of  Polite  Cor- 
respondence, and  English  Explanatory  Notes.    72  P  16:112 40 

*  Franklin  (Ben j.)    Autobiography.    44C16:241 100 

Frcebel  (Friedrich).    t  Autobiography  of.    40,  36,  59  C  12:183 1  50 

+  Letters  on  the  Kindergarten.    40  C  12:331 1  50 

Portrait.    103  P  22x28 25 

The  Kindergarten  System,  its  origin  and  development  as  seen  in  the 

life  of  Friederich  Froebel,  A.  B.  Hanchmann.    40  C  12:269 2  00 

GAINES  (J.  T.)    Principles  of  Teaching.    54  P  8:63 20 

Gager  (C.  Stuart.)     Current  Errors  in  Science  Teaching.    C  16:100 50 

Geometry  Test  Papers,  by  Wm.  Smith.    64    Packages  of  100, 8^x10. ...  1  00 

Geddes  (Patrick).    Industrial  Exhibitions.    P  16:57 25 

German  Self -Taught.  (See  also  Franck,  Hahn,  Meissner).  72  P  16:87  40 

Gill  (John).    School  Management.  46,  55  C  16:276 1  00 

Globes.    63.    Send  for  special  circular. 

Godard  (George  G.)    George  Birkbeck,  the  Pioneer  of  Popular  Educa- 
tion.   36    C16:258 150 

(Harlow).   An  Outline  Study  of  U.  S.  History.  82,  96  L  16:146 50 

Goethe  (J.  F.  von).    Egmont,  with  English  Notes.    72  C  16:140 40 

Gore  (J .  Howard).    Manual  of  Parliamentary  Practice.    68  C  16:112 50 

Goulding    (Matilda   P.)    Flores :  A  Botanical  Game.  93,  49.    48  cards, 

2%x3J4 50 

tGowdy  (Jean  L.)    Ideals  and  Programmes.    57  C  16:102 75 

Go  wen  (Sophia)    Notes  on  Early  American  History.    C  16:150 50 

Granger  (Oscar).    Metric  Tables  and  Problems.    60  M  16:23 25 

Grant  (James).    History  of  the  Burgh  Schools  of  Scotland.    26,  C  8:591 3  00 

Grasby  (W.  Catton).    t  Teaching  in  Three  Continents.    26,  27  C  12:344. ..  1  50 

Gray  (Thos.  J.)    Methods  and  Courses  in  Normal  Schools.    54  P  8:19 15 

Greene  (Josephine  A.)    Perspective.  94  C  12:48,  20 full-page  illustrations  50 

Griffin  (Ida  L.)     Topical  Geography,  with  Methods.    79  L  12:142 50 

Griffith  (Geo.)     Outline  Blackboard  Maps.    81.    Per  set 8  00 

Groszmann  (M.  P.  E.)    t  A  Working  Manual  of  Child  Study.  49  C  16:75  50 
The  Common  School  and  The  New  Education.    P  16:46 25 

HAHN  (P.)     The  Child's  German  Book.    72  P  16:87 40 

Hailmann  (W.  N.)    Primary  Kindergarten  Helps.    59,  40  B  8:58 75 

Sketches  from  the  History  of  Education.    26,  54  P  8:39 20 

The  New  Education.    Vol.  VI  and  last.    C8:146 2  00 

Hall  (Marcella  W.)     Orthoepy  Made  Easy.    68  C  16:100 75 

(6) 


Hamerton  (P.  G.)  International  Communication  by  Language.  52  C8:15.$  75 

Hamilton  Declamation  Quarterly.    66  C  16:337 1  00 

t  Hanschmann  (A.  B.)  Th£  Kindergarten  System  ;  its  origin  and  devel- 
opment as  seen  in  the  life  of  Frederich  Froebe!.    40  C  12:268 2  00 

Harlow  (W.  B.)    Early  English  Literature.    72  C  16:138 75 

Harris  (W.  T.)    t  Natural  Science  in  the  Public  Schools.    92,  49  L  16:60.. . .  50 

t  Art  Education  The  True  Industrial  Education.    53  L  16:77 50 

Horace  Mann.    36  L  16:50 50 

T/ie  Theory  of  Education.    51  P  16:54 15 

The  Educational  Value  of  Manual  Training.    53,  54  P  8:14 15 

University  and  School  Extension.    54  P  8:12 15 

Trie  General  Government  and  Public  Education.    54  P  8:8 15 

Report  on  Pedagogical  and  Psychological  Observation.    48,  54  P  8:6. . .  15 

Hart.    In  the  School  Room.    0  12:200... 100 

Heermans  (Forbes).    Stories  of  the  Far  West.     C  16:260. . .   1  25 

Hegner  (H.   F.)    The    Young  Scientist.     A   Supplementary  Reader. 

65C16:189.    16  illustrations.    M50cts.,C 75 

*Helps  to  Self-Culture.    44  C  16:241 1  00 

Hendrick  (Mary  F.)    Questions  in  Literature.    72  B  16:100 35 

(W.)     "  The   Table  is  Set:'    A  Comedy  for  Schools.    66  16:30...  15 

1  Brief  History  of  the,  Empire  State.    82,  96, 101  C  12 :  218 75 

Review  Questions  for  New  York  History.    99  P  16:16 05 

Syllabuses  of  U.  S.  History,  for  Regents  Examinations.  84,  99  per  dofc..  50 

Hennig  (Carl  V.)    Anatomical  Manikin.'   78  M  8:18 1  00 

t  Herbart  (J.  F  )    Letters  and  Lectures  on  Education.  41  C  16:300 1  75 

Higher  Education  and  a  Common  Language.    52  C  8:120 75 

Hinsdale  (B.  A.)    Pedagogical  Chairs  in  Colleges    54  P  8:11 15 

Schools  and  Studies.    46  C  12:362 1  50 

Hooper  (J.  W.)    Fifty  Years  in  the  Schoolroom.,    34  C  16:80 1  00 

Hoose  (James  II.)    Studies  in  Articulation.    45,  68  C  16:70 50 

t  On  the  Province  of  Methods  of  Teaching    59  C  16:376 1  00 

Pestalozzian  First-  Year  Arithmetic.    61,  60,  37  B  16:217 50 

Pupils  Edition.    B  16:156 35 

Second  Year  Arithmetic.    61,  60,  37  B  16 :236 50 

Hornstone  Slating,  the  best  crayon  surface  made.    104,  per  gallon. . .  8  00 

Slated  Paper,  per  square  yard  (if  by  mail,  60  cts.)  104 50 

Hoss  (Geo.  H.)    Memory  Gems.      63  P  16:40 15 

Hotchkiss  (Viala  P.)    Lessons  in  Object  Drawing.    84,  94  L  4:82 50 

Houghton  (W.  R.)    Political  Conspectus  of  U.  S.  History.    87  C  18x91...  2  00 

Hughes  (James  L.)    t  Mistakes  in  Teaching.    44,  55  C   16:135 50 

1  How  to  Secure  and  Retain  Attention.    44  C  16:98 50 

*  The  Teacher's  Critic,  containing  both  the  above.    27  C  16:235 1  00 

Housel  (Frank  B  )    Method  of  Introducing  Test  Examinations 50 

Huntington  (Rt.  Rev.  F.  D.)   Unconscious  Tuition.  43,  51,  58  P  16:45,  15 

cU;  C 30 

Hutton  (H.  H.)    A  Manual  of  Mensuration.    64,  60  B  16:168 50 

INDUSTRIAL,  Education.    See  p.  53. 

Interlinear  German  Reading-Book,  Hamiltonian  Method.  72  C  12:88      75 

(7) 


Irving  (Washington).  Rip  Van  H  inkle,  with.  Barley's  Illustrations.  P  16:35.$    15 

Italian  and  English  Commercial  Correspondence.    72  P  12:90 50 

Conversation  book.    72  C  16:166 75 

:  Selva-  Tught.    (See  also  Marchetti).    72  P  16:80 40 

JACKSON  (E.  P.)    Class  Record  Cards.    95    90  white  and  10  colored 

cards 50 

Jacotot  (Joseph).    Sketch  of,  by  R.  H.  Quick.    P  16:28 15 

Jennings  (A.  C.)  Chronological  Tables  of  Ancient  History.  82  C  8:120...  1  00 

Jewell  (F.  S.)    Grammatical  Diagrams.    71  C  12:207 75 

Johnson  (W.  D^    School  Law  for  Training  Classes.    C  16:60 50 

Johnson's  Chart  of  Astronomy.  81  On  enamelled  cloth,  40x46  inches..  3  50 
Johnston's  Wall  Maps.    Seepage  81. 

Jones  (Richard).     The  Growth  of  the  Idyls  of  the  King.    C  12:161 1  50 

Juliand  (Anna  M.)    Brief  Views  of  U.  S.  History.    82  L  16:69 35 

KAROLY  (Akin),    t  T he  Dilemmas  of  Labor  and  Education.    C  12:77...  100 

Kay  (David) .    t  Education  and  Educators.    C  12:490 2  00 

Keller  (C.)    Monthly  Report  Cards.    95  2%x4  inches,    Per  hundred 100 

Kennedy  (John) .    TJie  Philosophy  of  School  Discipline.  51 ,  58  P  16 :23 . . . .  15 

Must  Greek  Go  ?    52  L  16:66 50 

Kiddle  (Henry)  3,000  Grammar  Questions,  with  Answers  71, 96  C  16:220. . .  1  00 

tKindergarten  Essays.    40,  59  C  12:175 1  00 

Knott  (E.  E.)  The  Ready  Reference  Law  Manual.  20,  86,  88  C  8:381 ....  2  00 
Kotelmann  (Ludwig.)    School  Hy'giene.    Translated  by  J.  A.  Berg- 

strom.    74  C  16:401.    39  illustrations 150 

*t  (T)  LANDON  (Jos  )    School  Management.    55  C  16:376 1  25 

t  The  Science  and  Art  of  Questioning.    50  C  16:120 50 

Lane  ( Fred  H . )    Elementary  Greek  Education.    26  L 1 6 :85 50 

•fLaurie  (S.  S.)    John  Amos  Comenius    38,  89  C  16:272 1  00 

Lawrence  (E.  C.)    Recreations  in  Ancient  Fields.    C  12:177 1  00 

Lawrence  (Isabel)  Classified  Reading.    20  C  12:435 1  50 

Lees  (James  T.)     The  Claims  of  Greek.    52  P  8:16 . 25 

Lessing  (G.  E.)     German  Fables  in  Prose  and  Verse.    72  B  12:68 40 

Lester  (F.  V.)    Problems  in  Arithmetic.    62,  94  C  16:101 50 

Locke  (John).    Sketchof  by  R.  H.  Quick.    P  16:27 15 

Lowrie  (R.  W.)    How  to  obtain  Greatest  Benefit  from  a  Book.    72  P  8:12..  25 

Lund  (H.)  Method  of  Learning  Danish  and  Norwegian.  72  C  12:145 1.25 

Key 25 

Lyttleton  (E.)    The  Problem  of  Home   Training.    58  C  12:200 1  5& 

MACALPINE  (Neil).    English- Gcelic  and  Gaelic-English  Dictionary. 

(See  also  Stewart).  72  C  12:669 3  00 

McCosh  (James),    f  Higher  Education  and  a  Common  Language.    52  C 

8:120 75 

*Mace(W.  H.)    A  Working  Manual  of  American  History.    82  C  16:297...  1  00 

McKay  (John  S.)    100  Experiments  in  Natural  Science.    P  16:50 15 

McMillan  (Margaret)  Early  Childhood.    C  16:224 1  50 

Mackinder  (H.  J.)  and  Sadler  (M.  E.)  University  Extension,  Past,  Pres- 
ent and  Future.    B  16:152 50 

(8) 


*  Mann  (Horace).    Thoughts  for  a  Young  Man.    44,  58  C  16:241 $1  00 

Sketch  of,  by  W.  T.  Harris.    36L  16:50 50 

Maps,  Relief  Maps.    Switzerland.    81  11x17^,  $3.50;  23x34,  $10.00. 

Palestine  22x35 10  00 

Griffith's  Outline  Blackboard  Maps.    81  Per  set 8  00 

Dissected  Maps.    United  States  sawn  into  States « 5 

The  Same,  New  York  State  sawn  into  Counties 75 

Onondaga  County.    81    Cloth,  4x4^  feet 10  00 

New  YorkState.    81    Cloth,  61x76  inches 5  00 

Outline  Maps  (6x9)  of  New  York.    79  Per  pad  of  50 15 

Political  Maps.    See  page  81. 

Marble  (A.  P.)    Powers  of  School  Officers.    54, 86  P  16:27 15 

Marchetti  (G.)  Italian  Reader,  with  English  Notes.    72  12:128 75 

Marenholtz-Buelow  (Baroness)  School  Work-shop.    53,  51  P  16:27 15 

1  Child  and  Child  Nature.  FroebePs  Ed'l  Theories.   40, 48, 59  C  12:207.  1  5a 

tMark  (H.  T.)    An  Outline  of  the  History  of  Educational  Theories  in 

England.    24,  26  C  12:151. .' : 1  25 

Martin  (Elma  G.)    Stones  of  New  York.    83  C  16:119 50 

Maudsley  (H.)    Sex  in  Mind  and  Education.    29,  48,  51  P  16:42 15 

Maxwell  (W.  H.)  Examinations  as  Tests  for  Promotion.    54  P  8:11 15 

The  Text-Books  of  Comenius,  cuts  from  Orbis  Pictus.    38  8:24 25 

Meese  (John  D.)    Facts  in  Literature.    72  P  16:38 15 

Meiklejohn  (J.  M.  D.)     The  New  Education.    40,  51,  59  L    16:47 50 

An  Old  Educational  Reformer    (Dr.  Andrew  Bell.)    39,  36  C  16:182. .  1  00 

Meissner  (M.)    Method  of  Learning  German.    72  C  12:238 1  25 

Michael  (0.  S.)    Algebra  for  Beginners.    64  C  16:120 75 

*  Michigan,  Government  Class  Book  of,  Nichols,  C  16:308 1  00 

Mill  (John  Stuart)    Inaugural  Address  at  St.  Andrews.    54  P  8:31 25 

Miller  (Warner).    Education  as  a  DepH  of  Government.    54  P  8:12 15 

Mills  (C.  DeB.)     The  Tree  of  Mythology.    C  8:281 3  00 

Milne  (James  M.)    Teachers  Institutes,  Past  and  Present    52  P  8:22 25 

Milton  (John).    A  Small  Tractate  of  Education    51  P  16:26 15 

SketchofbyK.  H.  Quick.    P  16:55 15 

Minutes  of  the  International  Congress  of  Education,  1884.    52  C  12:4  vols.  5  00 

Missouri,  Civil  Government  of  Northam.    86  C  16:151 f .      75 

Monroe  (Will  S.)    t  Labors  of  Henry  Barnard.    86,  L  16:35 50 

Morey  (Amelia).   Outline  of  Work  in  Elementary  Language.    69  C  16:139.      50 
Mottoes  for  the  School  Room,     7x14.    Per  set 1  00 

NEW  YORK  Question  Book,  with  all  the  Questions  of  the  Uniform, 
State,  Cornell,  Scholarship,  and  Normal  Entrance  Examinations, 

to  March  31,  1890,  with  Answers.    99  8:461.    P  $1.00 ;  C 2  0Q 

The  same,  Supplement  No.  1,  to  June,  1891.    99  M  8:63 25 

The  same.  Supplement  No.  2,  to  June,  1892.    99  M  8*139 25 

The  same^  Supplements  Nos.  1  and  2,  in  one  volume.    99  C  8:202 1  00 

*  The  same,  Uniform  only,  Supplements  No.  3, 1892-3 ;  No.  4, 1893-4 ; 

No.  5, 1894-5;  No.  6, 1895-6;  No.  7, 1896-7;  No.  8, 1897-8;  No.  9, 1898-9; 

No.  10, 1899-1900;  97,  99,101,  each  C 1  0O 

(9) 


New  York  Question  Book,  *  The  same,  Questions  in  Drawing,  1892- 

96.    94  C  16:221.    1896-98.    16:192,  300  illustrations,  each $1  00 

The  same*    Questions  and  Answers  in  Algebra,  M  16:22 25 

The  same,  in  American  History.    M  16:125 25 

The  same,  Art  of  Questioning  and  History  of  Education.    M  16:48. .      25 

The  same,  in  Arithmetic.    62  M  16:74 25 

The  same,  in  Book-keeping,  M  16:57 25 

The  same,  in  Civil  Gov't,  M.  7416:106 25 

Thesame,  in  Geography.    79M  16:108 25 

The  same,  in  Grammar.    M  16:116 25 

The  same,  in  Methods  and  School  Economy.  M  16:109 25 

Thesame,  in  Physics.  M  16:26 25 

Thesame,  in  Physiology.    M  16:101, 25 

Thesame  in  School  Law,  M  16:53 25 

*  State  Examination  Questions,  1875  to  1894.    96  C  16:402 1  00 

*  TJie  same,  1895  to  1899.    96  C  16:164 1  00 

The  Questions  in  Book-keeping,  with  Answers.    53  P  16:31 10 

Geography  of  the  Empire  State.    101,  79,  96,  C  8:120 75 

History  of  the  Empire  State,  Hendrick.    82,  96,  101  C  12:203 75 

History  of  New  York  State,  Prentice.    83  C  16:550 1  50 

Stories  of  New  York,  Martin.    83  0  16:119 50 

Civil  Government  of  the  State  of  Northam.    87,  86,  96, 101  C  16:231 ...      75 

Code  of  Public  Instruction.    Latest  edition.    86,  96  L  8:1075 2  50 

Natural  History,  and  Cabinet  Reports.    Write  for  information.    We 

have  always  in  stock  all  volumes  issued,  and  can  fill  orders 
promptly.  The  first  22  volumes  of  the  Natural  History  of  the 
State  of  New  York  should  be  in  every  school  library. 

*  Nichols  (Chas.  W.)     Government  Class-Book  of  Michigan.    C  16:308. . .  1  00 
Northam  (Henry  C.)  t  Civil  Government  of  N.  Y.  87, 86,  96, 101  C  16331.      75 

The  same  for  Missouri.    86  C  16:151 75 

Fixing  the  Facts  of  American  History.    82  C  16:300 75 

Conversational  Lessons  Leading  to  Geography.    P  16:39 25 

Northend  (Chas.)    Memory  Selections.    Three  Series.    66.    Each 25 

*iThe  Teacher  and  Parent.    C  16:350 1  00 

Northrop  (B.  G.)    High  Schools.    52,  54  P  8:26 25 

Northrup  (A.  J.)     Camps  and  Tramps  in  the  Adirondacks.    21  C  16:302.  1  25 

Norwegian  Self -Taught  (See  also  Lund).    72  P  12:87 40 

Number  Lessons.    On  card-board,  7x11,  after  the  Grube  Method 10 

Numeral  Frames.    64    100  balls  $1.25  ;  144  balls 1  50 

OSWAL.D  (John).    Dictionary  of  English  Etymology.    69  C  16:806 2  00 

*  t  PAGE  (David  P.)  The  Theory  and  Practice  of  Teaching.  57,55,59  C  16:448  1  00 
(Ma^y  H.)     Grfided  Schools  of  the   United  States  of  America.    26  C 

12:71 75 

Palmer  (C.  S.)  Physiology  Cards,  for  Teachers.   78  70 cards,  2^x3^....  50 

(Ray).     Universal  Education.    52  C  8:120 75 

Pardon  (Emma  L.)     Oral  Instruction  in  Geography.    79  P  16:29. 15 

(10) 


Parsons  (James  Russell,  jr.)    t  Prussian  Schools.    28,  27  C  8:91 $1  00 

t  French  Schools  through  American  Eyes.    28,  27  C  8:130 1  00 

*  Patrick  (J.  N.)    Elements  of  Pedagogics.    C  16:422 1  00 

Pedagogical  Pebbles.    C  16:96 50 

Pattee  (F.  L.)    Literature  in  Public  Schools.    54  P  8:48 20 

t  Payne  (Joseph).    Lectures  on  the  Art  of  Education.    46  C  16:281 1  00 

(W.  H.)    A  Short  History  of  Education.    26  C  16:93,  49  illustrations . .      50 

Pedagogical  Primers.    School  Management,  Letter  Writing.    55  M  pp. 

45,  37.    Each 25 

Fenniman  (Ja.  H.)    Practical  Suggestions  in  School  Government.    51  P. 

16:21 15 

Perez  (B.)     The  First  Three  Years  of  Childhood.    49,  59  C  16:295 1  50 

Tiedemann's  Record  of  Infant  Life.    49,  48  M  16 :46 15 

Periodicals.    The  School  Bulletin.  16,  101  Monthly,  20-24  pp.,  10x14.  Per 

year 1  00 

Bound  Vols.  I-XXVI.    C  4:200  to  240  pp.,  each 2  00 

The  Hamilton  Declamation  Quarterly.    Bound  volume  I.  66  C  16:337.  1  00 

The  School  Room.    Bound  volumes  I-V.«    Each 1  50 

The  New  Education,  Vol.  VI  and  last.    27  C  8:146 2  00 

Perrot  (Geo.)    Ai  t  History  in  the  High  School.    C  16:49 50 

Pestalozzi  (J.  H.)    *  t  His  Aim  and  Wo?  k,  De  Guimps.  37, 36  C  16:296. ...  1  50 

Portrait.    103,  37  P  22x28 25 

Sketch  of,  byR.  H.  Quick.    P  16:40 15 

*  t  (T)  How  Gertrude  Teaches  her  Children.    37,  36  C  16:400 1  50 

*  t  Letters  on  Early  Education.    37,36  C  16:180 1  00 

Pestalozzian  Arithmetics.   61 1st  Year,  B  16:217.  2d  Year,  16:236.  Each      50 

Pick  (Dr.  E.)    Dr.  Pick's  French  Method.    72  L  16:118 1  00 

Memory,  and  the  Rational  Means  of  Improving  it.    48  C  16:193 1  00 

Pitcher  (James) .     Outlines  of  Surveying  and  Navigation.    C  16:121, 50 

Plumb  (Chas.  G.)    Map  Drawing  of  New  York.    M  8:16 25 

Pooler  (Chas.  T.)  Chart  of  Civil  Government.  86,  96  P  12x18,  per  hum...  5  00 

Hints  on  Teaching  Orthoepy.    68  P  16:15 ' 10 

Port-Royal  Education.    Extracts  from  the  principal  Writers  with 

History  and  Introduction,  by  Felix  Cadet.    25,  26,  58  C  16:406 1  50 

Portraits  of  Byrant,  Comenius,  Emerson,  Hawthorne,  Holmes,  Lin- 
coln, Longfellow,  Lowell,  E.  A.  .Sheldon,  Washington  and  Whit- 
tier,  22x28,  for  framing,  each 1  00 

of  Froebel  and  Pestalozzi.    103    22x28,  each 25 

made  to  order.    See  page  102. 

Preece  (Mrs.  Louise).    Physical  Culture.    Illustrated.    78  C  4:292 2  00 

(Mabel).     Two  Hearts  and  a  Kitten.    P  16:11 10 

Prentice  (Mrs.  J.  B.)    Review  Problems  in  Arithmetic.  62,  98  P  16:93 20 

Key  to  the  above.    98  P  16:20 25 

Review  Questions  in  Geography.    79,  98  P  16:48 15 

( W.  H.)    History  of  New  York  Slate.    83  C  16:550 1  50 

Primers  of  School  Management  and  of  Letter-Writing.    55  M  pp.  45,  37. 

Each 25 

(ID 


*  (T)  QUICK  (R.  H.)  Essays  on  Educational  Reformers.    35  C  12:331 $1  00 

RANDALL-DIEHL  (Mrs.  Anna).  A  Practical  Delsarte  Primer.  78  C  16:66     50 

Bask  (E.)    Easy  Method  of  Learning  Icelandic.    72  12:126 1  25 

Red  way  (J.  W.)    School  Geography  of  Pennsylvania.    79  L  16:98 35 

Regents  Examination  Paper.    99.     Per  1,000  half-sheets 2  00 

Examination  Record.    99.    For  432  scholars,  $3.00  ;  864  scholars.  6  00 

Examination  Syllabus,  in  U.  S.  History.    84,  99.  P  per  dozen 50 

First  Year  Latin.     Ccesar's  Conspiracy.    98  P  16:20 10 

Questions  to  June,  1882.    Eleven  editions. 

1.  Complete  with  Key.    98  016:476... 2  00 

2.  Complete.  Same  as  above,  but  without  the  answers.    Pp.  333...  1  00 

3.  Arithmetic.    The  1,293  questions  in  Arithmetic.    98  M  16:93 25 

4.  Key  to  Arithmetic.    Answers  to  the  above.    62,  98  M  16:20 25 

5.  Geography.    The  1,987  questions  in  Geography.    79,  96,  98  M 

16:70 25 

6.  Key  to  Geography.    Answers  to  the  above.    98  M  16:36 25 

7.  Grammar.    The  2,976  questions  in  Grammar.    98  M  16:109 25 

8.  Grammar  and  Key.    71,  96,  98  C  16:198 1  00 

9.  Key  to  Grammar.    98M16:88 25 

10.  Spelling .    The  4,800  words  given  in  Spelling.    98  M  16:61 25 

Entire  Questions,  all  subjects  (no  answers),  for  years  1892-93,  93-94, 

■  94-95,  95-96,  96-97,  97-98,  98-99,  99-1900.    98  C  85:500.    57  Each 1  00 

Regents  Selections  in  American,  German,  French,  and  Spanish  Litera- 
ture.   72,  98  C  16:93.    25  cents.  With  music,  35  cts,  Each  language 

separate,  P 10 

Syllabus/or  Examination  in  TJ.  S.  History.    84,  99,  per  dozen 50 

*tRein(W.)     Outlines  of  Pedagogics.    41C16:232 125 

Reinhard(A.)    Neglect  of  Bodily  Development  of  American  Youth.  78 

P  16:36 25 

Richardson  (B.  W.)    Learning  and  Health.    51  P  16:39 15 

*  t  Riddle  (W.)    Nicholas   Comenius,  or  ye  Pennsylvania  Schoolmaster 

of  ye  Olden  Time.    32  C  16:492,  42  illustrations 1  50 

Roat  (Elsie  J.)    Helps  in  English  Grammar.    16:^6.    71, 101 M  25 cts.  C.      50 

Robinson  (A.  H.)    Numeral  School  Register.    95  M  2:16 25 

Rooper  (T.  G.)    t Apperception^  or  H  A  Pot  of  Green  Feathers  ".    48  L 

16:59 50 

1  Object  Teaching,  or  Words  and  Things.  37,  49,  92  L  16:56 50 

Rosevear  (Elizabeth),    t  A  Manual  of  Needlework,  Knitting,  and   Cut- 
ting Out.    53  0  16:136.   .. 60 

Rousseau  (J.  J.)    Sketch  of,  by  R.  H.  Quick.    P  16:30 15 

Russian  Conversation  Book    72  C  24:130 75 

Ryan  (G.  W.)    School  Record.    95  P   58  blanks  on  each  of  14  sheets 50 

SARIN  (Henry).    "  Organization  "  vs.  "Individuality."    53,  54  P  8:9...      25 
Sanf  ord  (H.  R.)     The  Word  Method  in  Number.    63,  64,  45  cards  6x3. ...      50 

The  Limited  Speller.    69,  96  L  16:104 25 

Sayce  (A.  H.)    An  Assyrian  Grammar.    72  012:204 3  00 

Schepmoes  (A.  E.)    Rise  of  the  New  York  School  System.    L  16:32 35 


Schiller  (J.  C.  F.  Ton).    Marie  Stuart.  72  B  16:163 40 

Die  Junqfrau  von  Orleans.    72  B  16:157 40 

Wilhelm  Tell.    72  B  16:165 40 

Der  Neffe  als  Onkel.    72  B  16:72 40 

School  Bulletin  and  N.  Y.  State  Educational  Journal,  Monthly,  16,  101 

P4:24  per  year 1  00 

Bound  Volumes,  I-XXVI,  Hf .  L.  $2.00  each :  per  set 60  00 

School  Room  Chorus.    90,  92  B  small  4:167 35 

School  Room  Classics.    51  P  16:40,  each ,. .      15 

I.  Huntington's  Unconscious  Tui- 
tion. 
II.  Fitch's  Art  of  Questioning. 

III.  Kennedy  s  Philosophy  of  School 

Discipline 

IV.  Fitch's  Art  of  Securing  Atten- 

tion. 
V.  Richardson's     Learning    and 

Health. 
VI.  Meiklejohn's  New  Education. 
VII.  Milton's  Tractate  of  Education. 
VIII.  Von    Buelow's    School   Work- 
shop. 


IX.  Maudsley's  Sex  in  Mind  and  in 

Education. 
X.  Education  as  Viewed  by  Think- 
ers. 
XI.  Penniman's  Practical  Sugges- 
tions in  School  Government. 
XII.  Dickinson's  Oral  Teaching. 

XIII.  Tiedemann's  Becord  of  Infant 
Life. 

XIV.  Butler's  Place  of  Comenius  in 
Education. 

XV.  Harris's  Theory  of  Education. 

Schreber  (D.  G.  R.)    Home  Exercise  for  Health  and  Cure.    78  C  16:91...  50 

Self  e  (Rose  E.)    Dr.  Arnold  of  Bugby.    C  12:128 75 

Shaw's  Scholar's  Begister.    95  P  12:16.    Per  doz 50 

Shea  (George).     The  Nature  and  Form  of  the  American  Government 

foun  ded  in  the  Christian  Beligion.    C  16:82 75 

Sheely  (Aaron)  Anecdotes  and  Humors  of  School  Life.    34  C  12:350 1  50 

Sheldon  (Edward  A.)    Portrait.    103  P  22x28 1  00 

*Sherrill  (J.  E.)     The  Normal  Question  Book.    C  12:405 1  50 

1-Shirreff  (Emily).     The  Kindergarten  System.  40,  59  C  12:200 1  00 

Skinner  (Chas.  R.)     Th* Arbor  Day  Manual.    66,  21  C  8:475 2  50 

Songs  from  the  Arbor  Day  Manual,  M  8:60 • . .  •  25 

The  New  York  Question  Book.    See  New  York. 

Smith  (C.  F.)    Honorary  Degrees  in  American  Colleges.    54  P  8:9 15 

(Edward).    History  of  the  Schools  of  Syracuse.    26  C  8:347 3  00 

(Geo.  M.)     Vocabulary  to  Ccesar's  Gallic  War.    98  C  16 :67 50 

(Wm.)     Geometry  Test  Papers    64  P  Package  of  100,  8^x10 1  0§ 

Sold  an  (F.  Louis).     Grube's  Method  of  Teaching  Arithmetic  Explained 

L  12:66 30 

Song:  Budget,  The.    266th  Thousand.    90  P  s  4:76 15 

Century,  TJie.    127th  Thousand.    90,  91  P  s  4:87 15 

Patriot,  The.    159th  Thousand.    90, 91  Ps  4:80 15 

Budget  Music  Series,  including  all  the  above.     90  C  s  4:243 50 

Gymnast,  The.    78,  90C16:160 50 

Songs  from  Arbor  Day  Manual.    90  M  8:60 25 

of  the  Lyceum  League.    90  L  4:48 20 

(T)  Sonnenschein's  Cyclopaedia  of  Education.    21  C  8:562 3  75 

Sornberger  (S.  J.)    Normal  Language  Lessons,    71  B  16:75 50 

(13) 


Southwick  (A.  P.)    Twenty  Dime   Question  Books,  with  full  answers, 

notes,  queries,  etc.    98,  100  P  16:40.    Each $    10 


Elementary  Series 


3.  Physiology.    73 

4.  Theory  and  Practice. 

6.  U.  S.  History  and  Civil  Gov't. 
10.  Algebra. 

13.  American  Literature.    72 

14.  Grammar.    71 

15.  Orthography  and  Etymology.  € 

18.  Arithmetic.    62 

19.  Physical  and  Political  Geog. 

20.  Reading  and  Punctuation. 
*The  10  in  one  book,  C  $1.00 


Advanced  Series 


1.  Physics.    73 

2.  General  Literature.    72 
5.  General  History.    82 

7.  Astronomy. 

8.  Mythology. 

9.  Rhetoric. 

11.  Botany. 

12.  ZoOlogy. 

16.  Chemistry. 

17.  Geology. 
*The  10  in  one  book,  C  $1.00 

Extra  numbers,  edited  by  C.  W.  Bardeen.  21.  Temperance  Physi- 
ology; 22.  Book-Keeping ;  23.  Letter- Writing,  69, 100.    Each 10 

Southwick  (A.  P.)  Qwzzism.  Quirks  and  Quibbles  from  Queer  Quar- 
ters.    P  16:25 25 

A  Quiz  Book  of  Theory  and  Practice.    C  12:220 1  00 

Spanish  and  English  Correspondence.    72  P  12:109 50 

Conversation  Book.    72  C  16:160 75 

Self-Taught.    72  P  16:84 40 

*  t  (T)  Spencer  (Herbert).    Education.    47,  46,  58  C  16:331 1  00 

Spinoza  (Benedict  de).     On  the  Training  of  the  Intellect.    48  12:162  ...  1  00 

*  Standard  Teachers'  Library.    19  Includes  all  those  starred. 

*  Stanley  (A.  P.)    Life  of  T/wmas  Arnold.    25  C  16:252 1  00 

Stanton  (Th.)     The  Woman   Question  in  Europe.    29  C  8:496 3  50 

t  State  Education  for  the  People.    26  C  8:176 1  25 

Steven,  (Wm. )    History  of  the  Edinburgh  High  School.    26, 27, 52  C  16:590.  2  00 
Stewart  (Alex).  Elements  of  Gallic  Grammar  (See  Macalpine).    72  C 

16:200 1 1  00 

Stilwell  (Lamont).    Practical  Question  Book.    C  12:400 1  50 

Stone  (Isaac).    The  Teacher's  Examiner.    C  12:214* 75 

Straight  (H.  H.)    Aspects  of  Industrial  Education.    53,  54  P  8:12 15 

Swedish  Conversation  Book.    72  C  16:142 75 

Swett  (John).    Manual  of  Elocution.    C  12:300 1  50 

Syllabus  of  the  Regents'1  Examinations  in  IT.  S.  History,  for  each  exam- 
ination.   84,  99  P  16:16 05 

TARRING  (C.  J.)  Practical  Elementary  Turkish  Grammar.  72  C  12:214.  2  00 

*  t  Tate  (Thos.)     The  Philosophy  of  Education.    46  C  16:400 1  50 

Taylor  (H.  L.)    Union  School  Record  Cards.   5x8  inches.  Per  hundred . .  2  00 

*  Teacher's  Critic,  containing  in  one  volume  Hughes's  Mistakes  in 

Teaching,  and  How  to  Secure  Attention.    44  C  16:235 1  00 

♦Teacher's  Guide  to  Correct  Speech,  containing  in  one  volume 
Hoose's  Studies  in  Articulation  and  Bardeen's  Verbal  Pitfalls.    45  C 

16:293 1  00 

*t  Teacher's  Mentor,  containing  in  one  volume  Huntington's  Uncon- 
scious Tuition,  Buckham's  Handbook  for  Young  Teachers,  and 
Fitch's  Art  of  Questioning  and  Art  of  Securing  Attention.   43  C  16:274  1  00 

*  Teaching  as  a  Business.    See  Bardeen.    42  C  16:186 1  00 

Thimm  (F.)    Manual  of  Conversation,  in  Four  Languages.    72  P  16:226.      60 
t  The  Literature  of  Germany.    72  C  12:264 1  00 

(14) 


Thomas  (Flavel  S.)    University  Degrees.    54  P  16:40 $  15 

1  A  Dictionary  of  University  Degrees.    C  16:109 1  00 

Thousand  Questions  in  U.  S.  History.    82  C  16:200 1  00 

Thoughts  from  Earnest  Women.    P  16:36 15 

Thring  (Edward).    Addresses,  with  Portrait.    C  16:203 1  00 

Thurber  (Sam'l).    English  Routine  in  Schools.    P  16:23 15 

Tiedemann  (D.)    Record  of  Infant  Life.  ^  51  P  16:46 15 

Tillinghast  ( Wra.)     The  Diadem  of  School  Songs.    90  B  s  4:160 50 

Turkish  Self -Taught  (See  also  Tarring).    C  72  12:144 1  25 

Twining  (Thos.)  Technical  Training.    C  8:457 3  00 

UNDERWOOD  (L.  M.)    Systematic  Plan t  Record.    M  4:52 30 

Uniform  Examination  Paper,  for  Commissioners.      500  sheets 2  00 

Examination  Questions.    See  New  York. 

VAN  WIE  (C.  B.)  Outlines  in  U.  S.  History.  16:40  and  map  P  15  cts.,  C  30 

Development  Helps.    L  16:100 .' 50 

MetJwds  in  Common  Branches.    59  C  16:197 75 

t  Vincent  (John  H.)    A  Study  in  Pedagogy.    C  12:73 75 

Vlachos(A.)  Method  of  Learning  Modern  Greek.  72  012:144,  $1.25;  Key.  25 

WEAVER  <E.  W.)    Pictures  in  Language  Work,    69  C  8 :110 50 

Welch  (Emma).    Intermediate  Arithmetic  Problems.    62  C  16:172 50 

Key  to  above,  C  16:30 50 

Wells  (C.  R.)    Natural  Movement  Series  of  Writing  Books.    94  Nos.  1,  2, 

per  dozen  84  cts.    Nos.  3-6,  per  dozen 96 

Manual  of  the  Movement  Method  in  Writing.    94  P  4:44.    Rlustrated.  25 

A  Lesson  on  Arm  Movement  in  Writing.    P  8:32 25 

(W.  H.)     The  Graded  School.    92,  49  C  12:200 1  00 

Wheatley  (Wm.  A.)     German  Declensions  Made  Easy.    72  P  16:28. . . 15 

Wickersham  (J.  P.)    School  Discipline  as  a  Factor  in  the  School-room. 

58L16:50 50 

Wilkin  (Eva).    Map  Drawing  Book  of  the  Continents.    79  B  4:48 75 

Map  Drawing  Book  of  the  United  States.    79  B  4:37 75 

Descriptive  Geography  taught  by  means  of  Map  Drawing.    Teacher's 

Edition.    79  B  4:129,  with  49  Maps 1  50 

♦Williams  (Geo.  A.)    Topics  and  References  in  American  History.    84, 

82,96    C  16:181 1  00 

(Henry  G.)     Outlines  of  Psychology.    48  C  16:151 75 

(John).     Tomcat  Lexicon.    A  Dictionary  of  Synonyms.    69  C  12:384.  1  25 

(S.  G.)    t  History  of  Modern  Education.    22,  101  C  16:481 1  50 

Wilson  (J.  D.)    English  Grammar  Made  Practical.    C  16:112 75 

—  How  to  study  Nature  in  Elementary  Schools.    49  C  16:70 50 

Elementary  English.    69,  98  L  16:67 35 

Wood  (H.  A.)    Short  Cuts  in  Arithmetic.    60  C  16:149 75 

Woman's  Education.    See  page  29. 

YAWGER  (Rose  N.)    How  to  Celebra'e  Arbor  Day.    P  1^6:14 15 

The  Indian  and  tlie  Pioneer.    21  C  8:335. .  $3.C0 ;  or  in  Two  Volumes,  3  50 

Yearly  Class  Register.    99  L  42  leaves,  8x10 1  50 

Young  (W.  T.)    The  Art  of  Putting  Questions.    50  16:65.    P.  15  cts.,  (,'..  30 

Young  Folks  Favorite  Authors,  52  Cards  with  Portraits.    72 35 

ZIMMERN  (A.)  t  Methods  of  Education  in  the  United  States.  26  C  12:178.  1  CO 

Zinc-Engraved  Portraits.    102.    Per  100 1  00 

(15) 


„„v  OH  THE  J.A»T  DA™ 
-^T^cr    25    CENTS 

W,UU  BE  t  ON  THE  DATE  DUE.    ™**POUmH 

DAY    AND    TO    $1." 
OVERDUE. 


APR     8  19331 
APR    9    1933 

4UI  38  1947 


LD  21-50W-1,' 


YB  05159 


TV 


